附件15 教 案 2002 ~~ 2003 学年 第 二 学期 院（系、所、部） 教育科学学院 教 研 室 教育心理学系 课 程 名 称 教育心理学 授 课 对 象 01级心理学专业 授 课 教 师 何先友 职 称 职 务 副教授 教 材 名 称 教育心理学 2003年2月1日 教育心理学 课程教案 授课题目（教学章、节或主题）： Chapter 1 Educational Psychology: Introduction 教学器材与工具 ?电脑、多媒体   授课时间 第1、2周周四第1－3节  教学目的、要求（分掌握、熟悉、了解三个层次）：Understanding what is educational psychology, its nature and application for education. Mastering the research method of educational research. Knowing the development of educational psychology and the relationship between education and psychological development.  教学内容（包括基本内容、重点、难点）与教法： The basic contents in this chapter include the objectives and contents of educational psychology, the research method, the origin and development of educational psychology, and the relationship between education and psychology development. The emphasis in this chapter is to mastering the research method of educational psychology. Although students have learned the research methods in general psychology, the research methods of educational psychology has its own characteristics. The teaching method used in this chapter is mainly expository teaching.  讨论、思考题、作业： 1、Has educational psychology entered into the perfect stage now? Why yes if you think it is perfect? Why not if you think it is unperfect? 2、What are the main changes of educational psychology since 1960s and 1970s?  参考资料（含参考书、文献等）： Robert E. Slavin, Educational Psychology. 1994 by Allyn and Bacon, A division of Paramount Publishing Robert J. Sternberg, Wendy M. Williams. Educational Psychology. 2002. Jeanne Ellis Ormrod. Educational Psychology: Developing Learner. 2003. 莫雷，《教育心理学》，广东高教出版社，2002  授课类型（请打√）：理论课□√ 讨论课口 实验课口 练习课口 双语课程口√ 其他口  教学过程设计（请打√）：复习□ 授新课□√ 安排讨论口 布置作业口 课外教学口  教学方式（请打√）：讲授□√ 讨论口 示教口 指导口 其他口  教学资源（请打√）：多媒体□√ 模型口 实物口 挂图口 音像口 其他口  填表说明：1、每项页面大小可自行添减；2、教案要有电子版本。 教育心理学 课程教案 授课题目（教学章、节或主题）： Chapter 2 Learning Theories: An Introduction 教学器材与工具 ?电脑、多媒体   授课时间 第3周周四第1－3节  教学目的、要求（分掌握、熟悉、了解三个层次）：Understanding what is learning and its main characteristics. Mastering the developing cue of two schools of learning theories: S-R learning theories and cognitive learning theories. Knowing the ideas of other schools of learning theories.  教学内容（包括基本内容、重点、难点）与教法： The basic contents in this chapter include the definition of learning, its characteristics, the differences between mankind’s learning and animal’s learning, the main kinds of learning, the main problems of learning theories, the basic ideas of S-R learning theories and cognitive learning theories. The emphasis in this chapter is to mastering the developing cues of S-R learning theories and cognitive learning theories. The difficulty in this chapter is how to understand the meta-learning theories in the area of learning theory, that is, the acquisition of learning mechanisms. The teaching methods used in this chapter are expository teaching and discussion.  讨论、思考题、作业： What are the differences between mankind’s learning and animal’ s learning? Why many psychologists made use of animal’s learning to explain mankind’s learning? Make a comparison between the main ideas of S-R learning theories and cognitive learning theories.  参考资料（含参考书、文献等）： 1. Robert E. Slavin, Educational Psychology. 1994 by Allyn and Bacon, A division of Paramount Publishing. Robert J. Sternberg, Wendy M. Williams. Educational Psychology. 2002. Jeanne Ellis Ormrod. Educational Psychology: Developing Learner. 2003. 4. 莫雷，《教育心理学》，广东高教出版社，2002莫雷，《教育心理学》，广东高教出版社，2002  授课类型（请打√）：理论课□√ 讨论课口 实验课口 练习课口 双语课程口√ 其他口  教学过程设计（请打√）：复习□ 授新课□√ 安排讨论口√ 布置作业口 课外教学口  教学方式（请打√）：讲授□ √ 讨论口 √ 示教口 指导口 其他口  教学资源（请打√）：多媒体□√ 模型口 实物口 挂图口 音像口 其他口  填表说明：1、每项页面大小可自行添减；2、教案要有电子版本。 教育心理学 课程教案 授课题目（教学章、节或主题）： Chapter 3 S-R learning Theories 教学器材与工具 ?电脑、多媒体   授课时间 第4、5周周四第 1－3 节  教学目的、要求（分掌握、熟悉、了解三个层次）：Mastering the main ideas of S-R learning theories. Understanding the learning theories by Thorndyke, Pavlov, Watson, Skinner, and Bandura. Knowing the applications of these learning theories for education.  教学内容（包括基本内容、重点、难点）与教法： The basic contents in this chapter include the trial and error learning theory by Thorndyke, the classical conditioning by Pavlov and Watson, the operant conditioning by Skinner, and the social learning theory by Bandura. The emphases in this chapter are Skinner’s operant conditioning and Bandura’s observational learning theory. The difficulties lies in how to understand the basic ideas of these two theories, and how to use these theories to explain and analyze the practical problems. The main teaching method is expository teaching.  讨论、思考题、作业： What are the differences between classical conditioning and operant conditioning? What are the applications of operant conditioning? What are the applications of observational learning for education、  参考资料（含参考书、文献等）： 1．Robert E. Slavin, Educational Psychology. 1994 by Allyn and Bacon, A division of Paramount Publishing Robert J. Sternberg, Wendy M. Williams. Educational Psychology. 2002. 3. Jeanne Ellis Ormrod. Educational Psychology: Developing Learner. 2003. 4. 莫雷，《教育心理学》，广东高教出版社，2002  授课类型（请打√）：理论课□√ 讨论课口 实验课口 练习课口 双语课程口√ 其他口  教学过程设计（请打√）：复习□ 授新课□√ 安排讨论口 布置作业口 课外教学口  教学方式（请打√）：讲授□√ 讨论口 示教口 指导口 其他口  教学资源（请打√）：多媒体□√ 模型口 实物口 挂图口 音像口 其他口  填表说明：1、每项页面大小可自行添减；2、教案要有电子版本。 教育心理学 课程教案 授课题目（教学章、节或主题）： Chapter 4 Cognitive Learning Theories 教学器材与工具 ?电脑、多媒体   授课时间 第6、7周周四第1－3节  教学目的、要求（分掌握、熟悉、了解三个层次）：Mastering the main ideas of cognitive learning theories. Understanding Gestalt learning theory by Gestalt psychologist, the sign learning theory by Tolman, the discovery learning theory by Bruner, the reception learning theory by Ausubel, and the contemporary constructivism learning theory. Knowing the new trends in learning theories.  教学内容（包括基本内容、重点、难点）与教法： The basic contents in this chapter include Gestalt learning theory, the sign learning theory by Tolman, the discovery learning theory by Bruner, the reception learning theory by Ausubel, and the contemporary constructivism learning theory, and the new trends in learning theories. The emphases in this chapter are the discovery learning theory by Bruner and the reception learning theory by Ausubel. The difficulties are the main ideas of contemporary constructivism learning theory and its ideas about instruction. The teaching methods are expository, discussion and watching video.  讨论、思考题、作业： Is extrinsic reinforcement necessary for learning? Why? Make a comparison between Bruner’s learning theory and Ausubel’s learning theory. What are the practical implications of constructivism?  参考资料（含参考书、文献等）： 1. Robert E. Slavin, Educational Psychology. 1994 by Allyn and Bacon, A division of Paramount Publishing Robert J. Sternberg, Wendy M. Williams. Educational Psychology. 2002. 3. Jeanne Ellis Ormrod. Educational Psychology: Developing Learner. 2003. 4. 莫雷，《教育心理学》，广东高教出版社，2002  授课类型（请打√）：理论课□√ 讨论课口√ 实验课口 练习课口 双语课程口√ 其他口  教学过程设计（请打√）：复习□ 授新课√□ 安排讨论口√ 布置作业口 课外教学口  教学方式（请打√）：讲授□√ 讨论口 √ 示教口 指导口 其他口  教学资源（请打√）：多媒体□√ 模型口 实物口 挂图口 音像口 √ 其他口  填表说明：1、每项页面大小可自行添减；2、教案要有电子版本。 教育心理学 课程教案 授课题目（教学章、节或主题）： Chapter 5 Knowledge learning and Instruction 教学器材与工具 ?电脑、多媒体   授课时间 第8、9周周四第1－3 节  教学目的、要求（分掌握、熟悉、了解三个层次）：Mastering the general processes of knowledge learning, the traditional ideas and cognitive ideas about the classifications of knowledge. Understanding the learning processes and instructional processes of declarative knowledge and procedural knowledge. Knowing the new achievements about knowledge components.  教学内容（包括基本内容、重点、难点）与教法： The basic contents in this chapter include the definitions of knowledge, knowledge learning, the traditional ideas about the classification of knowledge and learning, the cognitive ideas about the classification of knowledge and learning. The emphases in this chapter are the cognitive ideas about the learning and instruction processes of declarative knowledge and procedural knowledge, the ideas about problem solving. The difficulties in this chapter are how to discriminate the different learning and teaching processes of declarative knowledge and procedural knowledge. The teaching method used in this chapter are expository, discussion, and watching instructional video.  讨论、思考题、作业： What are the differences between declarative knowledge and procedural knowledge? How to teach declarative knowledge and procedural knowledge?  参考资料（含参考书、文献等）： 1.Robert E. Slavin, Educational Psychology. 1994 by Allyn and Bacon, A division of Paramount Publishing 2.Robert J. Sternberg, Wendy M. Williams. Educational Psychology. 2002. 3.Jeanne Ellis Ormrod. Educational Psychology: Developing Learner. 2003. 4. 莫雷，《教育心理学》，广东高教出版社，2002  授课类型（请打√）：理论课□√ 讨论课口 √ 实验课口 练习课口 双语课程口√ 其他口  教学过程设计（请打√）：复习□ 授新课□√ 安排讨论口√ 布置作业口 课外教学口  教学方式（请打√）：讲授□√ 讨论口 √ 示教口 指导口 其他口  教学资源（请打√）：多媒体□√ 模型口 实物口 挂图口 音像口√ 其他口  填表说明：1、每项页面大小可自行添减；2、教案要有电子版本。 教育心理学 课程教案 授课题目（教学章、节或主题）： Chapter 6 Learning Strategies 教学器材与工具 ?电脑、多媒体   授课时间 第10周周四第1－3 节  教学目的、要求（分掌握、熟悉、了解三个层次）： Mastering the definitions of learning strategies, its classifications(cognitive strategies, metacognition strategies, and resources management strategies), Understanding the developmental stages of learning strategies used by students. Knowing the teaching methods for cultivating metacognition used by western researchers.  教学内容（包括基本内容、重点、难点）与教法： The basic contents in this chapter include the definitions of learning strategies, the classifications of learning strategies, the development of learning strategies, the definition of metacognition and its training methods, the definition of cognitive strategies and its training methods. The emphases in this chapter are the classifications of learning strategies, the different types of cognitive strategies, and the contents of metacognition learning strategies. The difficulties are the definitions of learning strategies and the contents of metacognition. The teaching methods are expository and discussion.  讨论、思考题、作业： Analyze the characteristics of your own learning strategies. How to train and improve students’ learning strategies, according to their own characteristics?  参考资料（含参考书、文献等）： 1.Robert E. Slavin, Educational Psychology. 1994 by Allyn and Bacon, A division of Paramount Publishing 2.Robert J. Sternberg, Wendy M. Williams. Educational Psychology. 2002. 3.Jeanne Ellis Ormrod. Educational Psychology: Developing Learner. 2003. 4. 莫雷，《教育心理学》，广东高教出版社，2002  授课类型（请打√）：理论课□√ 讨论课口√ 实验课口 练习课口 双语课程口√ 其他口  教学过程设计（请打√）：复习□ 授新课□√ 安排讨论口√ 布置作业口 课外教学口  教学方式（请打√）：讲授□√ 讨论口√ 示教口 指导口 其他口  教学资源（请打√）：多媒体□√ 模型口 实物口 挂图口 音像口 其他口  填表说明：1、每项页面大小可自行添减；2、教案要有电子版本。 教育心理学 课程教案 授课题目（教学章、节或主题）： Chapter 7 Motor Skills 教学器材与工具 ?电脑、多媒体   授课时间 第11周周四第1－3 节  教学目的、要求（分掌握、熟悉、了解三个层次）： Mastering the definition of motor skills, the classification, the learning processes, the retention and the transfer, the symbols of acquiring motor skills. Understanding the learning conditions for motor skills. Knowing related theories concerning the learning of motor skills.  教学内容（包括基本内容、重点、难点）与教法： The basic contents in this chapter include the definition of motor skills, the classifications, the models of motor skills, related theories (S-R theories and cognitive theories), the learning processes, the symbols of acquiring motor skills, the retention and transfer, practice curve, the learning conditions for motor skills. The emphases in this chapter are the learning processes, the symbols, and the retention and transfer of motor skills. The difficulties are the external and internal learning conditions for learning motor skills. The teaching methods are expository and watching video.  讨论、思考题、作业： Explain the learning processes and rules, according to a particular motor skill. Why motor skills are memorized better than other kinds of knowledge?  参考资料（含参考书、文献等）： 1.Robert E. Slavin, Educational Psychology. 1994 by Allyn and Bacon, A division of Paramount Publishing 2.Robert J. Sternberg, Wendy M. Williams. Educational Psychology. 2002. 3.Jeanne Ellis Ormrod. Educational Psychology: Developing Learner. 2003. 4. 莫雷，《教育心理学》，广东高教出版社，2002  授课类型（请打√）：理论课□ √ 讨论课口 实验课口 练习课口 双语课程口 √ 其他口  教学过程设计（请打√）：复习□ 授新课□ √ 安排讨论口 布置作业口 课外教学口  教学方式（请打√）：讲授□√ 讨论口 示教口√ 指导口 其他口  教学资源（请打√）：多媒体□ √ 模型口 实物口 挂图口 音像口 其他口  填表说明：1、每项页面大小可自行添减；2、教案要有电子版本。 教育心理学 课程教案 授课题目（教学章、节或主题）： Chapter 8 Transfer of Learning 教学器材与工具 ?电脑、多媒体   授课时间 第12、13周周四第1－3 节  教学目的、要求（分掌握、熟悉、了解三个层次）： Mastering the concepts of transfer of learning, its classifications, the measuring methods of transfer, and the instructional strategies for improving transfer. Understanding the classical theoretical explanations for transfer of learning. Knowing the new development in the area of transfer of learning.  教学内容（包括基本内容、重点、难点）与教法： The basic contents in this chapter include the definition of transfer of learning, the classifications, the measuring methods, the implications of transfer of learning. The traditional theories of transfer of learning (formal discipline theory, common elements theory, generalization theory, transposition theory,et al.), the new development of transfer of learning (cognitive structure theory, production theory, schema theory, mapping theory), and the instructional strategies for improving transfer. The emphases are the measuring methods of transfer of learning, and the traditional theory of transfer of learning. The difficulties are the developmental cues of traditional theories of transfer of learning and their rules. The teaching method are expository and discussion.  讨论、思考题、作业： What’s your idea about general transfer, and why? How will you make a comment about the common elements theory? How to help students transfer what they learn to new situations?  参考资料（含参考书、文献等）： 1.Robert E. Slavin, Educational Psychology. 1994 by Allyn and Bacon, A division of Paramount Publishing 2.Robert J. Sternberg, Wendy M. Williams. Educational Psychology. 2002. 3.Jeanne Ellis Ormrod. Educational Psychology: Developing Learner. 2003. 4. 莫雷，《教育心理学》，广东高教出版社，2002  授课类型（请打√）：理论课□√ 讨论课口√ 实验课口 练习课口 双语课程口√ 其他口  教学过程设计（请打√）：复习□ 授新课□ √ 安排讨论口 布置作业口 课外教学口  教学方式（请打√）：讲授□ √ 讨论口 示教口 指导口 其他口  教学资源（请打√）：多媒体□ √ 模型口 实物口 挂图口 音像口 其他口  填表说明：1、每项页面大小可自行添减；2、教案要有电子版本。 教育心理学 课程教案 授课题目（教学章、节或主题）： Chapter 9 Moral Trait 教学器材与工具 ?电脑、多媒体   授课时间 第14、15周周四第1－3 节  教学目的、要求（分掌握、熟悉、了解三个层次）： Mastering the definition of moral trait, the mental structure of moral trait, and the strategies of cultivating moral trait. Understanding the major theories concerning the acquisition of moral trait. Knowing the psychological processes and conditions of acquiring moral trait.  教学内容（包括基本内容、重点、难点）与教法： The basic contents in this chapter include the definition of moral trait, the differences and connections between moral trait and morality, the psychological structures of moral trait, the major theories about the formation of moral trait, the psychological processes and conditions of learning moral trait, the factors influencing the formation of moral trait, the strategies of cultivating moral trait and the modification of bad moral trait. The emphases are the cognitive development theories on the formation of moral trait. The difficulties are the differences between moral trait and morality, the modification of bad moral trait. The teaching methods include expository and discussion.  讨论、思考题、作业： What are the differences and connections between moral trait and morality? Explain the psychological processes and conditions of the formation of moral trait. Make comments on the theories about the formation of moral trait. How to modify the bad moral trait.  参考资料（含参考书、文献等）： 1.Robert E. Slavin, Educational Psychology. 1994 by Allyn and Bacon, A division of Paramount Publishing 2.Robert J. Sternberg, Wendy M. Williams. Educational Psychology. 2002. 3.Jeanne Ellis Ormrod. Educational Psychology: Developing Learner. 2003. 4. 莫雷，《教育心理学》，广东高教出版社，2002  授课类型（请打√）：理论课□√ 讨论课口 实验课口 练习课口 双语课程口√ 其他口  教学过程设计（请打√）：复习□ 授新课□√ 安排讨论口√ 布置作业口 课外教学口  教学方式（请打√）：讲授□√ 讨论口√ 示教口 指导口 其他口  教学资源（请打√）：多媒体□√ 模型口 实物口 挂图口 音像口 其他口  填表说明：1、每项页面大小可自行添减；2、教案要有电子版本。 教育心理学 课程教案 授课题目（教学章、节或主题）： Chapter 10 Motivation to Learn 教学器材与工具 ?电脑、多媒体   授课时间 第16、17周周四第1－3 节  教学目的、要求（分掌握、熟悉、了解三个层次）： Mastering the definition of motivation to learn, its classifications, the effect of motivation on the learning processes and outcome, the methods of how to enhance students’ motivation to learn. Understanding the main theories of motivation. Knowing the new researches about motivation.  教学内容（包括基本内容、重点、难点）与教法： The basic contents in this chapter include the definition of motivation to learn, its classifications, the effect of motivation on the learning processes and outcome, the components of motivation, the western major motivation theories, such as S-R motivation theories and cognitive motivation theories, and the methods to enhance one’s extrinsic and intrinsic motivation. The emphases in this chapter are the effects of motivation on learning processes and outcomes, the western motivation theories. The difficulties are how to understand achievement motivation and the applications of motivation to particular situations. The teaching methods are expository and discussion.  讨论、思考题、作业： What are the relationships between intrinsic motivation and extrinsic motivation? What are main differences between cognitive motivation theories and S-R motivation theories? How to enhance student’s extrinsic motivation and intrinsic motivation?  参考资料（含参考书、文献等）： 1.Robert E. Slavin, Educational Psychology. 1994 by Allyn and Bacon, A division of Paramount Publishing 2.Robert J. Sternberg, Wendy M. Williams. Educational Psychology. 2002. 3.Jeanne Ellis Ormrod. Educational Psychology: Developing Learner. 2003. 4. 莫雷，《教育心理学》，广东高教出版社，2002  授课类型（请打√）：理论课□ √ 讨论课口 实验课口 练习课口 双语课程口√ 其他口  教学过程设计（请打√）：复习□ 授新课□√ 安排讨论口 √ 布置作业口 课外教学口  教学方式（请打√）：讲授□√ 讨论口 √ 示教口 指导口 其他口  教学资源（请打√）：多媒体□√ 模型口 实物口 挂图口 音像口 其他口  填表说明：1、每项页面大小可自行添减；2、教案要有电子版本。 教育心理学 课程教案 授课题目（教学章、节或主题）： Chapter 11 Personality and Learning 教学器材与工具 ?电脑、多媒体   授课时间 第18周周四第1－3 节  教学目的、要求（分掌握、熟悉、了解三个层次）： Mastering the definition of self-concept, the relationship between self-concept and learning, mastering the definition of attribution, locus of control, the effects of attribution and locus of control on learning, mastering the definition of anxiety, the effect of anxiety on learning. Understanding what are correct attribution styles, how to overcome anxiety. Knowing the theoretical modes about self-concept.  教学内容（包括基本内容、重点、难点）与教法： The basic contents in this chapter include the theoretical modes about self-concept, he definition of self-concept, the relationship between self-concept and learning, the definition of attribution, locus of control, the effects of attribution and locus of control on learning, the definition of anxiety, the effect of anxiety on learning. Understanding what are correct attribution styles, how to overcome anxiety. The emphases in this chapter are the relationships between self-concept and learning, the effects of attribution styles on learning, the effect of anxiety on learning. The difficulties are how to cultivate appropriate attribution styles, how to regulate students’ anxiety level to meet the needs of learning. The teaching methods are expository and discussion.  讨论、思考题、作业： 1. Analyze the relationships between self-concept and learning. 2. How to train students to make correct attribution? 3. How to overcome students’ over high anxiety in learning?  参考资料（含参考书、文献等）： 1.Robert E. Slavin, Educational Psychology. 1994 by Allyn and Bacon, A division of Paramount Publishing 2.Robert J. Sternberg, Wendy M. Williams. Educational Psychology. 2002. 3.Jeanne Ellis Ormrod. Educational Psychology: Developing Learner. 2003. 4. 莫雷，《教育心理学》，广东高教出版社，2002  授课类型（请打√）：理论课□ √ 讨论课口 实验课口 练习课口 双语课程口√ 其他口  教学过程设计（请打√）：复习□ 授新课□√ 安排讨论口 布置作业口 课外教学口  教学方式（请打√）：讲授□ √ 讨论口 √ 示教口 指导口 其他口  教学资源（请打√）：多媒体□√ 模型口 实物口 挂图口 音像口 其他口  填表说明：1、每项页面大小可自行添减；2、教案要有电子版本。 教育心理学 课程教案 授课题目（教学章、节或主题）： Chapter 12 Teachers’ Psychology 教学器材与工具 ?电脑、多媒体   授课时间 第19周周四第1－3 节  教学目的、要求（分掌握、熟悉、了解三个层次）： Mastering the definitions of teachers’ role, the components of teachers’ abilities, the personality trait of expert teachers. Understanding how to become an expert teacher. Knowing the personality traits of middle school teachers and the teachers’ behavior in the interactions with students.  教学内容（包括基本内容、重点、难点）与教法： The basic contents in this chapter include the teachers’ role, the expectation of teachers’ role, the formation of teachers’ role, the components of teachers’ abilities(general teaching ability and teachers’ monitoring ability and teaching efficacy), the characteristics of expert teachers’ ability, teachers’ personality trait, and teachers’ behavior in the interaction with students. The emphasis in this chapter is the components of teachers’ abilities. The difficulties are the teachers’ personality traits, the expert teachers’ personality traits, the general personality traits of primary and middle school teachers. The teaching method is mainly expository.  讨论、思考题、作业： Comment on the components of teachers’ abilities. What are the main differences between expert teachers’ personality traits and new teachers’?  参考资料（含参考书、文献等）： 1.Robert E. Slavin, Educational Psychology. 1994 by Allyn and Bacon, A division of Paramount Publishing 2.Robert J. Sternberg, Wendy M. Williams. Educational Psychology. 2002. 3.Jeanne Ellis Ormrod. Educational Psychology: Developing Learner. 2003. 4. 莫雷，《教育心理学》，广东高教出版社，2002  授课类型（请打√）：理论课□√ 讨论课口 实验课口 练习课口 双语课程口√ 其他口  教学过程设计（请打√）：复习□ 授新课□ √ 安排讨论口 布置作业口 课外教学口  教学方式（请打√）：讲授□ √ 讨论口 示教口 指导口 其他口  教学资源（请打√）：多媒体□√ 模型口 实物口 挂图口 音像口 其他口