代写范文

留学资讯

写作技巧

论文代写专题

服务承诺

资金托管
原创保证
实力保障
24小时客服
使命必达

51Due提供Essay,Paper,Report,Assignment等学科作业的代写与辅导,同时涵盖Personal Statement,转学申请等留学文书代写。

51Due将让你达成学业目标
51Due将让你达成学业目标
51Due将让你达成学业目标
51Due将让你达成学业目标

私人订制你的未来职场 世界名企,高端行业岗位等 在新的起点上实现更高水平的发展

积累工作经验
多元化文化交流
专业实操技能
建立人际资源圈

Educational psychology definition --论文代写范文精选

2015-10-24 来源: 51due教员组 类别: Paper范文

51due论文代写网paper代写范文:“Educational psychology definition ” 这篇研究性paper说的是关于教育心理学的定义和概念分析。说教育心理学是心理学的教学理念似乎太简单,然而大部分的教育心理学家花时间研究方法,意图提高学习和教学。教育心理学是一门重要的学科,将教育心理学的历史文献进行了回顾后,格洛弗和朗宁认为教育心理学包括跨人类发展的主题,教育心理学是应用心理学的定义和心理研究方法的发展,主要研究学习动机,指导评估和相关问题来影响教与学的互动。

It seems too simple to say that educational psychology is the psychology of learning and teaching, and yet a majority of educational psychologists spend their time studying ways to describe and improve learning and teaching. After reviewing the historical literature in educational psychology, Glover and Ronning (1987, p. 14) suggested that educational psychology includes topics that span human development, individual differences, measurement, learning, and motivation and is both a data-driven and a theory-driven discipline. Thus, our definition of educational psychology is the application of psychology and psychological methods to the study of development, learning, motivation, instruction, assessment, and related issues that influence the interaction of teaching and learning. This definition is broad because the potential applications of educational psychology to the learning process are immense!

Today educational psychology is a vital discipline that is contributing to the education of teachers and learners. For example, Jerome Bruner, an enduring figure in educational psychology, recently noted the need to rethink our ideas of development, teaching, and learning and the interactions among them. Specifically, Bruner (1996) urged educators and psychologists to see children as thinkers, and stated:

No less than the adult, the child is thought of as holding more or less coherent "theories" not only about the world but about her own mind and how it works. These naive theories are brought into congruence with those of parents and teachers not through imitation, not through didactic instruction, but by discourse, collaboration, and negotiation . . . . This model of education is more concerned with interpretation and understanding than with the achievement of factual knowledge or skilled performance. (1996, p. 57)

These words reflect many of the goals of this book: Think of educational psychology as a vital tool that can be of immeasurable help in planning, delivering, and evaluating teaching. To illustrate how the science of educational psychology can help teachers, we'd like to identify some key concepts and their relationship to instruction and learning. Much more will be said about each of these concepts as you work your way through this book.

Understanding the Meaning of Teaching

The first key concept is the need to understand what it means to teach. We hope that as a result of reading this chapter and others, such as Chapter 10, you will have a better grasp of "life in the classroom." You must, however, have a basis from which to make decisions about teaching.

Knowledge of Students

The second core concept is the belief that to teach skillfully, you must have as much knowledge about students as possible: their needs, characteristics, and differences. Section 1 of this book introduces you to the developmental lives of children. Chapter 2 is devoted to tracing the cognitive and language development of children, while Chapter 3 focuses on their psychosocial and moral development. Reflecting the diversity in our classrooms, Chapter 4 examines the impact of culture, class, and gender on teaching and learning.

If you become a regular classroom teacher, you will come into contact with one or more students who are exceptional. There are many different types of exceptional students, including the gifted and talented, as well as students experiencing sensory handicaps, communication disorders, physical and health impairments, behavior disorders, learning disabilities, and mental retardation. Chapter 5 provides valuable information about the typical characteristics of students who are exceptional.

Understanding the Learning Process

A priority in educational psychology is understanding the learning process, that is; the procedures and strategies that students use to acquire new information. Chapter 6 focuses on behavioral explanations of learning and provides numerous examples of how this theoretical explanation of learning can be translated into classroom practice. Chapters 7 and 8 turn to more cognitive analyses of learning, mirroring current concerns with "teaching for understanding." These chapters have been written to help you turn students into better thinkers and problem solvers by presenting many techniques and "tips" that have proven helpful. Motivation, the subject of Chapter 9, is so essential that we can safely state that without it, learning will not occur.

Understanding Instructional Strategies

A fourth key concept is the function of instruction, beginning with the objectives that teachers wish to attain. Chapters 10 and 11 concentrate on those instructional strategies that research has shown to be effective. Learning, however, does not occur in a vacuum. You must understand the best circumstances in which learning can occur. Consequently, these chapters present in some detail successful strategies for managing a classroom, focusing on those techniques shown by both theory and research to be effective.

Understanding Assessment Strategies

Educational psychologists have been instrumental in providing techniques that teachers can use to determine how successful students have been in attaining new knowledge and skills. Today, perhaps more than ever, assessing students' knowledge and skills is a central issue in schools. From a teacher's perspective, two of the most relevant purposes of assessment are (a) to identify students who need educational or psychological assistance, and (b) to provide information to teachers that will help them develop instructional programs to facilitate all students' functioning. Assessment involves the use of many tools and a basic knowledge of measurement. These topics are examined in detail in Chapters 12 and 13.

51Due网站原创范文除特殊说明外一切图文著作权归51Due所有;未经51Due官方授权谢绝任何用途转载或刊发于媒体。如发生侵犯著作权现象,51Due保留一切法律追诉权。
更多paper代写范文欢迎访问我们主页 www.51due.com 当然有paper代写需求可以和我们24小时在线客服 QQ:800020041 联系交流。-X

上一篇:GED--论文代写范文精选 下一篇:Emission Rate Credits in the C