Test points 1. Definition of learning: Learning is a relatively lasting change in an individual's behavior or behavioral potential resulting from practice and repeated experience in a specific situation. According to the definition of learning, the following phenomena belong to t

Chapter 12 Learning Psychology

Section 1 Learning Overview

Section 2 Learning Theory

Section 3 Learning Motivation

Section 4 Learning Transfer

Section 5 Knowledge and Skills

Section 6 Attitude and Morality

Section 1 Overview of learning

Test points 1. Definition of learning: (multiple choice questions, fill-in-the-blank questions)

Learning is a relatively lasting change in an individual's behavior or behavioral potential due to practice and repeated experience in a specific situation.

Exam question link:

(2010) Learning refers to a relatively lasting change in a learner’s behavior or behavioral potential caused by ____________.

[Practice or repeated experience]

(2021) According to the definition of learning, the following phenomena are learning phenomena ( ).

① Those who are close to vermillion are red, and those who are close to ink are black

② Low learning efficiency due to fatigue

③ Tears in the wind

④ Know that "the earth is round, not square"

⑤ Knee-jerk reflex caused by hitting the mallet

A.①②⑤

B.①④

C.②③⑤

D.③④

[Answer] B

[Analysis] Learning is a relatively permanent change in an individual's behavior or behavioral potential resulting from practice or repeated experience in a specific situation. Behavioral changes caused by fatigue, maturation, drugs, physical injury, or other physiological changes, as well as instinctive behaviors of animals, are not learning. Therefore, ①④ are learning phenomena, ② are caused by fatigue, and ③⑤ are caused by instinct.

Test point 2. Classification of learning:

(1) Press Learning subject Classification:

According to the learning subject, it can be divided into animal learning , human learning , machine learning .

Student learning is a special form of human learning, whose main feature is the acceptance of indirect experience .

(2) Gagne 's learning level classification

Gagne According to the learning situation, from simple to complex , and the learning level from low-level to advanced , the learning is divided into eight categories:

(1) Signal learning

(2) Stimulus-response learning

(3) Chain learning

(4) Verbal association learning

(5) Discrimination learning

(6) Concept learning

(7) Rule or principle learning

(8) Problem-solving learning

(3) Gagne's learning results classification:

Gagne divides learning into five categories according to the learning results: (1) Wisdom skills

(2) Cognitive strategies

(3) Verbal information

(4) Motor skills

(5) Attitude

♥ (4) According to nature and form of learning classification:

American famous Cognition Educational psychologist Ausubel

• According to the way learning proceeds, learning is divided into acceptance learning and discovery learning .
• divides learning into htm based on the relationship between learning materials and the learner’s original knowledge structure l4 mechanical learning and meaning learning .
• students' learning is mainly meaningful acceptance learning .

(5) Classification by learning content

Chinese educational psychologists divide learning into three categories:

(1) learning of knowledge;

(2) learning of skills, including motor skills and intellectual skills ;

(3) learning of behavioral norms.

(2012) Ausubel believes that students’ learning is mainly ______ acceptance learning.

[Significant]

Test points 3. Learning strategies (multiple choice questions, fill-in-the-blank questions, short answer questions)

1. The concept of learning strategies:

Learning strategies refer to the combination of rules, methods, techniques and control methods adopted by learners in order to achieve effective learning purposes in learning activities. It can be either an implicit rule system or an explicit operating procedure and steps.

learning strategies are methods and activities used to improve learning and memory efficiency in individual learning.

2. Classification of learning strategies:

According to the classification made by Michael et al. in 1990, learning strategies can be divided into three components: cognitive strategies, metacognitive strategies and resource management strategies.

(1) Cognitive strategies

Cognitive strategies are some methods and techniques for individuals to process information. Its basic function is to process and organize effectively and store it systematically in categories. Cognitive strategies mainly include retelling strategies, finishing strategies and organizing strategies.

.Retelling strategy : In order to retain information, students continue to repeat the information to consolidate the knowledge they have learned.

(1) Utilize non-conscious memorization and conscious memorization

(2) Eliminate mutual interference

(3) Overall memorization and segmentation memorization

(4) Involvement of multiple senses

(5) Review forms are diverse

(6) draw lines

. Refining strategy: is a deep processing strategy that makes new information more meaningful by forming connections between old and new knowledge, thereby promoting the understanding and memory of new information. (Man-made connections)

(1) Mnemonics (such as location memory method, reduction and compilation of songs, homophonic association method, keyword method, visual association);

(2) Taking notes;

(3) Ask questions;

(4) Generative learning ;

(5) Contact with real life;

(6) Make full use of background knowledge.

. Organizational strategy: Integrate the internal connections between new knowledge and old knowledge learned to form a new knowledge structure. (Internal relationship)

(1) Outline

(2) Use graphics

(3) Use tables

(4) Classification strategy.

(2) Metacognitive strategies

. Planning strategies.

includes: setting learning goals, browsing learning materials, analyzing methods to complete tasks, etc.

. Monitoring strategy.

In cognitive activities, constantly reflect on and monitor whether your cognitive activities are proceeding in the right direction based on cognitive goals, correctly estimate the degree and level of achieving your cognitive goals, and evaluate the effects of various cognitive actions and strategies based on effectiveness standards.

. Adjustment strategy.

Based on the inspection of the results of cognitive activities, if problems are found, difficulties are encountered, or the goals are deviated, corresponding remedial measures will be taken to correct and adjust cognitive strategies in a timely manner. Adjustment strategies can help primary school students correct their learning behaviors and remedy deficiencies in understanding.

(3) Resource Management Strategy

Resource Management Strategy is a strategy to assist students in managing available environments and resources.

includes:

⑴ Time management strategy

⑵ Learning environment management strategy

⑶ Effort management strategy

⑷ Learning tool utilization strategy

⑸ Human resource utilization strategy

(2021) 8. Seeking help from classmates is one of the learning strategies ( ).

A. Cognitive strategies

B. Organizational strategies

C. Rehearsal strategies

D. Resource management strategies

[Analysis] Resource management strategies are strategies that assist students in managing available environments and resources. They help students adapt to the environment and adjust the environment to suit their own needs, and play an important role in students' motivation. It includes: learning time management strategies, learning environment management strategies, learning effort and mood management strategies, and resource utilization strategies. "Asking for help from classmates" belongs to the utilization of social human resources in the resource utilization strategy and belongs to the resource management strategy.

28. [Answer] D

Section 2 Learning Theory

Test Points 1. Behaviorist Learning Theory

(1) Pavlov’s Classical Conditioning Theory

Experiment: "The rattle for dog eating"

When Pavlov was studying the eating behavior of dogs, he found that when dogs eat food, they will secrete saliva. This is a natural physiological reaction that does not require learning. This reaction is called an unconditioned reflex. The stimulus that causes this reaction is food, which is called an unconditioned stimulus. If a bell is sounded every time the dog eats, after a period of time, the dog will salivate as long as it hears the bell. This is because the bell as a neutral stimulus becomes a conditioned stimulus due to its connection with the unconditioned stimulus. The resulting saliva secretion is a conditioned reflex, which is called "classical conditioning" by later generations.

https://m.toutiao.com/is/hsKcmFY/ - Pavlov’s dog: the famous conditioned reflex experiment! - Today's headlines

. Classical conditioning:

A stimulus that was originally neutral is combined with a stimulus that originally caused a certain response, so that the animal learns to respond to that neutral stimulus.

• Neutral stimulus: ringtone
• Original stimulus: meat

2. Classical conditioning Basic rules of :

(1) acquisition and extinction

• acquisition : In the acquisition process of conditioning, on the one hand, it is difficult to establish a connection between the conditioned stimulus and the conditioned stimulus; on the other hand, as a signal for the appearance of the unconditioned stimulus, the conditioned stimulus must be presented before the unconditioned stimulus, otherwise it will be difficult to establish a connection.

• Extinction: means that if the conditioned stimulus is repeated many times without being accompanied by an unconditioned stimulus, the conditioned response will become weaker and weaker and eventually disappear.

(2) recovery

After the extinction phenomenon occurs, if the individual gets a period of rest and the conditioned stimulus appears again, then the conditioned reflex may automatically recover.

This phenomenon of not strengthening but conditioned reflex automatically reproducing is called restoring .

(3) generalization and differentiation

• Stimulus generalization : It means that after making a conditioned response to a specific conditioned stimulus, other stimuli similar to the conditioned stimulus can also induce its conditioned response. (unclear)
• stimulation differentiation : refers to the selective reinforcement of and extinction through so that the organism learns to respond differently to conditioned stimuli and stimuli similar to the conditioned stimuli. (can distinguish)

(2) Thorndike 's trial-error theory

is referred to as trial and error , which is the first relatively complete learning theory in the history of educational psychology.

experiment : "Hungry cat opens the cage to get food" experiment

The connection is formed through blind attempts and gradually reducing errors (trial and error).

Thorndike believes that the essence of learning lies in the formation of stimulus - response connection, and the connection formula is S-R. The learning process of

is progressive , blind , trial and error .

Thorndike put a hungry cat in a cage. There is a pedal in the cage that can open the door. When the cat steps on the pedal, the door cage will open, and the cat can escape from the cage and get the reward outside the cage - fish. At the beginning of the experiment, when the hungry cat entered the cage, it just bumped around aimlessly. Later, it accidentally hit the foot pedal, opened the cage, and ate the food. Then for the second time, Thorndike locked the hungry cat in the cage again. The hungry cat still bumped around and accidentally hit the foot pedal and opened the cage to eat food. Repeat this many times, and finally, the cat enters the cage, tries less times, and can quickly open the cage door. Experiments have shown that cats' operating levels improve relatively slowly, gradually and continuously. From this, Thorndike came to a very important conclusion: cats' learning is formed through many trials and errors, and is composed of the connection between the stimulus situation and the correct response. Thorndike believed that the essence of learning is that the organism forms a connection between "stimulus" (S) and "response" (R). He also believes that the learning process is a gradual process of trial and error. In this process, irrelevant and incorrect responses are gradually reduced, and correct responses are eventually formed. According to this theory of his, people call his discussion on learning " and by trial and error".

"Hungry cat opens the cage to get food" experiment

(1) Law of Preparation

In the process of trial-and-error learning, when the connection between stimulus and response has a state of preparation beforehand, the realization will feel satisfied, otherwise it will feel troubled; conversely, when the connection is not ready to be realized, the realization will feel troubled.

(2) Law of Practice

Any connection between stimulus and response will gradually increase in strength once practiced and used, but will gradually decrease in strength if not used.

(3) effect law

In the process of trial and error learning, if other conditions are equal, When the learner makes a specific response to the stimulus situation and is able to obtain a satisfactory result , the connection will enhance ; and when the annoying result is obtained, the connection will weaken .

(3) Skinner 's Operant Conditioning Theory (fill in the blanks)

Experiment: "Mystery Box Experiment"

Mouse Maze Box Experiment

1. Operant conditioning :

Operant conditioning is a conditioned reflex phenomenon that uses reward means to strengthen a certain response behavior of the organism to increase the frequency of its occurrence.

Reward means: food

Response behavior: press the switch

2. The basic law of of operant conditioning:

(1) reinforcement

The role of reinforcement - increasing

reinforcer - (stimulus) presentation/withdrawal of reinforcer increasing

(2) escape conditioning and avoidance conditioning

• escape conditioning: the appearance of aversive stimuli - escape ——Response to increase
• Avoidance conditioning in similar situations in the future: the presentation of signals that predict the occurrence of aversive stimuli - avoidance - Response to increase

in similar situations in the future

Without reinforcement process, its function is to reduce the frequency of a certain reaction in the future to eliminate the purpose of a certain behavior.

(4) Punishment

When the organism makes a certain reaction, it presents an aversive stimulus or eliminates a pleasant stimulus to eliminate or inhibit such a reaction. This process is called punishment.

Skinner believes that there are two types of behaviors of humans and animals:

• Responsive behavior : Passively done, without voluntary reaction; Stimulus - behavioral response
• Operant behavior : Spontaneous and active behavior , random response; behavior - stimulus

classification - stimulus type - frequency of behavior - example

• positive reinforcement - Present pleasant stimulus - increase - reward and praise
• negative reinforcement - — cancel dislike stimulation — increase — punishment

(2016) 82. The conditioned reflex phenomenon of using reward means to strengthen a certain response behavior of an organism to increase its frequency is called ______.

[Operant Conditioning]

Expand knowledge: Skinner VS Pavlov

. Skinner experiment: Reaction (R) - Stimulus (S). According to the experiment, the little white mouse could not see the food pellet in the cage at first. It accidentally pressed the lever and ate the food pellet. Therefore, it first acted like pressing the lever, which is the reaction (R), and then saw the food pellet, which was the stimulus (S). Therefore, Skinner's experiment is that the response comes first and the stimulus comes last. Skinner called this learned behavior operant behavior.

For example, a student who is relatively introverted accidentally raised his hand to answer a question. The teacher praised him, and his behavior of raising his hand to answer questions increased in the future. Then the act of raising your hand to answer the question is operant behavior.

. Pavlov experiment: stimulus (S) - response (R). According to the experiment, the dog sees the bell first, and then responds by salivating. Therefore, when it sees the bell, it is the stimulus (S), and then it salivates, which is the response (R). Therefore, Pavlov's experiment is that the stimulus comes first and the response comes later. Skinner called this learned behavior responsive behavior.

For example, we once ate sour plums and secreted saliva, and then we will salivate when we see sour plums. Then the behavior of salivating when we see sour plums is response behavior.

(4) Bandura 's social learning theory (case analysis question)

1. interactive determinism

individual , environment , behavior interact with each other to jointly determine the effect of learning.

2. Observational learning

Bandura believes that observational learning is the most important form of human learning.

The so-called observational learning, also known as substitute learning, means that through observation of others and their reinforcement results, a person obtains some new reactions or corrects the original behavioral reactions.

observational learning includes four sub-processes: attention , maintain , reproduce , motivation .

. Reinforced classification

Human behavior is affected by behavioral outcome factors and antecedent factors . The result factor of

behavior is what is commonly called reinforcement. There are three types of reinforcement:

① directly reinforces : the observer is reinforced for showing the observation behavior.

② alternative reinforcement : The observer is reinforced because he sees the model's behavior being reinforced.

③ Self-reinforcement : People can observe their own behavior and judge according to their own standards, thereby strengthening or punishing themselves.

(2019) 8. Case analysis questions (7 points)

1. In a classic experiment, researchers divided children aged 3-6 into three groups, and first let them watch an adult man attack an inflatable doll, such as yelling loudly or punching and kicking. Then, let the first group of children see an adult man attack a doll and be praised and rewarded by another adult; let the second group of children see an adult man attack a doll and then be punished by another adult; and the third group of children only see an adult man attack the doll. Afterwards, the researcher led the children one by one into a room. There are various toys in the room, including dolls. Observation of children's behavior showed that the first group of children produced more aggressive behaviors, while the second group showed less aggressive behaviors than the third group.

Please use Bandura’s social learning theory to analyze this experiment.

[ reference answer]

(1) Bandura took children's social behavior acquisition as the research object and formed his basic ideas about learning, that is, observational learning is the most important form of human learning. Bandura believes that learning is a process in which individuals obtain some new behavioral responses or modify existing behavioral responses by observing the behaviors of others and their reinforcement results. The children in the case developed aggressive behavior because they observed observational learning after watching adult men attack the inflatable dolls (such as yelling loudly or punching and kicking them).

(2) Vicarious reinforcement means that the observer is reinforced by seeing the behavior of the model being reinforced. The children in the first and second groups in the case received alternative reinforcement. The alternative reinforcement for the first group was "praise for showing aggressive behavior" and the replacement reinforcement for the second group was "punishment for showing aggressive behavior." Therefore, the first group showed more aggressive behavior. Since the third group had no reinforcement, it showed less aggressive behavior.

Test points 2. four major learning theories

1. Basic content

(1) Specific performance

(2) Main content

. Connectionist learning theory

(1) Definition: The process by which organisms form connections between stimuli and responses under certain conditions to obtain new experiences.

(2) Features:

① Emphasis on changing the external conditions and environment of learning to shape individual behavior.

② emphasizes the role of the external environment on individual learning and believes that learning is an individual's response to external stimuli, that is, stimulus-response (S-R) is the basic model.

(3) Representative figures:

Thorndike, Pavlov, Skinner, Bandura

[Keywords: stimulus response , reinforcement, conditioning, connection]

. Cognitive learning theory

(1) Definition: Emphasis on the internal process of individual learning, focusing on the impact of internal psychological structures and cognitive structures on learning.

(2) Features:

① Learning is not about passively forming S-R connections under the control of the external environment, but actively building cognitive structures within the mind;

② Learning is not about forming reaction habits through practice and reinforcement, but about gaining expectations through enlightenment and understanding.

(3) Representative figures:

Koler , Tolman , Bruner , Ausubel, Gagne.

[Keywords: epiphany, expectation, cognitive map, cognitive structure, meaningful learning]

. Constructivist learning theory

(1) Definition: Learning is a process in which learners actively construct meaning, and teaching should guide learners to construct new knowledge based on original experience.

(2) Representative figures:

Piaget , Vygotsky, Sternberg, Katz.

[Keywords: growth, dynamics, situations]

⑶ Main content:

. View of knowledge

① Knowledge is not an accurate representation of reality, nor is it the final answer, but only an explanation and a hypothesis.

②Knowledge cannot accurately summarize the laws of the world. In specific problems, it cannot be used immediately and it works as soon as it is used. It must be recreated according to specific situations.

③ Although we give knowledge a certain external form through language symbols, and even these propositions are generally recognized, it does not mean that every student will have the same understanding of these propositions, because understanding can only be constructed by students based on their own experience background and depends on the learning process in a specific situation.

. Student Views

① Constructivism emphasizes the richness of students’ experience world and emphasizes students’ huge potential.

② Constructivism emphasizes the differences in students’ experience world. Everyone forms their own personalized and unique experience in their own activities and interactions. Everyone has their own interests and cognitive styles. Therefore, in the face of specific problems, everyone will form their own understanding based on their own experience background, and everyone’s understanding often focuses on different aspects of the problem.

Therefore, teaching cannot ignore these experiences of students and start anew, but should use students' existing knowledge and experience as the growth point of new knowledge and guide students to "grow" new knowledge and experience from their original knowledge and experience. Teaching is not the transfer of knowledge, but the processing and transformation of knowledge. Teachers are not simply presenters of knowledge. They should pay attention to students' own understanding of various phenomena, listen to their current thoughts, and use this as a basis to guide students to enrich or adjust their understanding.

. View of learning

Constructivism emphasizes the active construction, social interaction and situational nature of learning.

① Active construction of learning. Constructivism believes that learning is not the transfer of knowledge from teachers to students, but the process in which students construct their own knowledge. Learners are not passive absorbers of information. On the contrary, they must actively construct the meaning of information, and this construction cannot be replaced by others. [eg: autonomous learning]

② Social interactivity of learning. Learners internalize relevant knowledge and skills and master relevant tools through participation in a certain social culture. This process often requires the cooperative interaction of a learning community to complete. [eg: cooperative learning]

③The situational nature of learning. Constructivists propose a situated view of cognition. Knowledge exists in specific, situational, and perceptible activities. It is not a set of knowledge symbols independent of situations. It can only be truly understood through practical application activities. Human learning should be linked to contextualized social practice activities. Through participation in certain social practices, one can gradually master relevant social rules, tools, activity procedures, etc., and form corresponding knowledge. [eg: inquiry learning]

. Humanistic learning theory

(1) Definition: It explains the growth process of the learner's entire person from the perspective of self-realization to develop human nature.

(2) Features:

① Focus on inspiring learners’ experience and creative potential, and guide them to combine cognition and experience;

② Affirm themselves and then realize themselves.

(3) Representative figures: Rogers , Maslow .

[Keywords: self-worth, potential, emotion, self-actualization]

2. It is easy to confuse the distinction

(2021) 6. Among the following options, the one that conforms to the perspective of constructivist learning theory is ().

① Knowledge is not an accurate representation of reality, but a hypothetical explanation

② Emphasize the richness and difference of students’ experience world, students do not walk into the classroom with empty heads

③ Advocate mechanical acceptance of learning

④ Learning is in The process of active construction through social interaction in a certain situation

A.①②④B.①③④C.②③④D.①②③

6. [Answer] A

[Analysis] The constructivist view of knowledge believes that knowledge is not an accurate representation of reality, but a hypothetical explanation. Therefore ① belongs to the viewpoint of constructivist learning theory.

The constructivist view of learning believes that learners are not passive information absorbers, but active information constructors; learning should be combined with contextualized social practice activities. Therefore, ④ belongs to the viewpoint of constructivist learning theory.

Constructivism places great emphasis on the learner's own knowledge structure, emphasizes the richness and difference of students' experience world, emphasizes students' huge potential, and points out that students do not enter the classroom with empty heads. Therefore ② belongs to the viewpoint of constructivist learning theory.

♥ Section 3 Learning Motivation

Test Points 1. Learning Motivation and its Basic Structure

Learning motivation refers to a psychological tendency or internal motivation that motivates individuals to carry out learning activities, maintains caused learning activities, and causes behavior to move toward certain learning goals. The two basic components of

learning motivation are learning needs and learning expectations . The two interact to form the learning motivation system .

Test points 2. The classification of learning motivation: (multiple choice questions, fill-in-the-blank questions, case analysis questions)

(1) According to the social significance of the content of learning motivation, it can be divided into: noble motivation and low-level motivation.

• At the heart of noble motivation to learn is altruism.
• The core of low-level learning motivation is self-interested , self-centered .

(2) According to the relationship between the role of learning motivation and learning activities, it can be divided into direct motivation and indirect motivation .

• The direct motivation of the close-up view is directly connected with the learning activity . The indirect motivation of
• vision is connected with the social significance of learning and personal future .

(3) According to the source of motivation for learning, it can be divided into internal learning motivation and external learning motivation .

• ♥ Internal motivation refers to the motivation caused by the individual internal need . Behavior governed by internal motivations is more persistent.
• External motivation refers to an individual's motivation caused by external inducements.

♥ (4) According to the academic achievement motivation in the school context, Ausubel divides motivation into cognitive drive , self-improvement drive and affiliated drive .

• cognitive drive: is a need to understand things, master knowledge, systematically elaborate and solve problems.
• The internal drive for self-improvement: refers to the need for individuals to obtain corresponding status and prestige based on their academic achievements.
• Affiliated drive: refers to an individual’s need to do a good job in work and study in order to gain approval from elders (such as teachers, parents, etc.) and acceptance from peers.

(2011) 39. The following situations represent intrinsic learning motivation: ( )

A. During the break, Xiao Li returned to the classroom to do homework

B. Teacher Wang expressed satisfaction with Zhang Hua’s vocabulary test results

C. The principal announced the list of three good students at the school meeting

D. Chen Ying could watch TV for a few hours after finishing her homework. So I do my homework as soon as I get home every day.

9. [Refined Analysis] A

According to the source of motivation, it can be divided into internal motivation and external motivation.

⑴ Internal motivation is the motivation caused by personal inner needs.

For example, children realize the significance of learning and learn actively.

(2) External motivation refers to the behavioral motivation generated by people under the influence of external requirements and external forces.

For example, students study in order to get rewards from their parents and praise from their teachers. Xiao Li's initiative to go back to the classroom to do his homework during recess is a behavior driven by internal motivation.

(2012) 8. Case analysis questions (7 points)

91. He is obviously a primary school student. Before, the English teacher paid attention to him, and he actively raised his hands to speak in class. Later, I got an English teacher who didn't understand Mingming's situation and paid less attention to him. As a result, he became less active in class and his English scores plummeted.

(1) What kind of learning motivation does it belong to, and what kind of nature does it belong to? (2 points)

(2) If you were this English teacher, what should you do? (5 points)

1. [Reference answer]

(1) Obviously the learning motivation belongs to the external subsidiary internal drive. According to Ausubel's motivation classification, subsidiary drive refers to an individual's need to do a good job in work and study in order to gain approval or recognition from elders (such as parents and teachers). It does not directly point to the learning task itself, nor does it regard academic achievement as a means to gain status, but to gain praise and acceptance from elders or peers. Affiliated drive is an indirect learning need and belongs to external motivation.

(2) ① If I were this English teacher, I would try to transform obvious external motivation into internal motivation and transform accessory drive into cognitive drive. I will help students clearly establish correct learning goals and stimulate their interest in learning English, so that they can learn to understand and master English knowledge and apply English knowledge.

② Specific methods: Continue to pay attention to Mingming in class to increase his enthusiasm for class. After class, discuss with him anecdotes about English knowledge and recommend some interesting English readings to cultivate his interest so that he can improve his cognitive drive in reading. Finally, gradually reduce attention to him in class, which can also improve his effectiveness in actively learning English.

(2017) 9. "Those who know are not as good as those who are good, and those who are good are not as good as those who enjoy themselves" The type of learning motivation emphasized is ( )

A. Internal motivation B. Social interaction motivation

C. External motivation D. Self-improvement motivation

39. [Refined Analysis] Question A means: For those who know how to learn, Not as good as those who love learning; People who love learning are not as good as those who enjoy learning. The question stem emphasizes the fun of learning, so it belongs to internal learning motivation.

(2018) 31. Among the following options, the ones that belong to internal motivation are ( )

A. Gain social status

B. Get generous rewards

C. Avoid punishment

D. Interest in learning

1. [Refined Analysis] D

Internal motivation refers to the motivation caused by people's interest in learning itself; while external motivation is people's motivation caused by external incentives. Interest in learning is interest in learning itself, which belongs to internal motivation, so choose option D. Gaining social status, obtaining generous rewards, and avoiding punishment are all external incentives and are external motivations.

(2020) 76. Ausubel believes that the need for individuals to obtain corresponding status and prestige based on their academic achievements belongs to ________ internal drive.

[Self-improvement]

Test points 3. Learning motivation theory: (multiple choice questions, fill in the blanks, case analysis questions)

. Reinforcement motivation theory

was proposed by behaviorist learning theorists.

Behaviorism believes that any learning behavior is to obtain some kind of reward .

2. The hierarchy of needs theory

was proposed by founder of humanistic theory and American psychologist Maslow . He believed that all human behaviors are caused by needs, and needs are hierarchical. Divide human needs into seven needs from bottom to top.

♥3. Success or failure attribution theory (multiple choice questions, case analysis questions)

Wiener divides attribution into three dimensions and six aspects.

• three dimensions : immanence, stability and controllability
• six dimensions : ability, effort, task, luck, physical and mental state, external environment.

A student who always attributes failure to internal, stable, and uncontrollable factors (i.e., low ability) will develop a self-feeling of learned helplessness.

Learned helplessness : No matter how hard you try, you cannot succeed, so you take the helpless behavior of avoiding efforts and giving up on learning.

Implications : According to attribution theory, students who attribute success or failure to efforts will have stronger emotional experiences than attributing abilities .

If you work hard and succeed, you will experience happiness; if you fail without trying hard, you will experience shame; if you work hard and fail, you should also be encouraged.

Therefore, when giving rewards, teachers must not only consider students' learning results, but also look at their learning progress and effort, emphasizing internal, stable and controllable factors.

(2017) 8. Case analysis questions (7 points)

1. Xiaoqin is a girl in the second grade of junior high school. She has normal intelligence and good interpersonal relationships. She takes class and homework seriously. Her overall academic performance is at a medium level in the class, but her self-confidence is somewhat lacking. During this midterm exam, she performed normally in other subjects, except for math, which she failed. She believed that she did not do well in math because she was dumber than others. No matter how hard she tried, she could not do well in math.

(1) According to Wiener's attribution theory, point out which factor is attributable to Xiaoqin's failure in mathematics in the mid-term exam, and point out the performance of this factor in the three dimensions of Wiener's attribution theory. (2 points)

(2) Analyze the psychological impact of Xiaoqin’s attribution on her future mathematics learning. (2 points)

(3) If you were Xiaoqin’s mathematics teacher, how would you help her make correct attributions and improve her interest and performance in mathematics learning? (3 points)

1. [Reference answer]

(1) American psychologist Weiner conducted a systematic study on behavioral results. He attributed the success or failure of people's experiences to six reasons, namely ability, effort level, task difficulty, luck, physical condition, and external environment; and classified the above six factors into three dimensions according to their respective properties: internal attribution and external attribution, stable attribution and unstable attribution, controllable attribution and uncontrollable attribution. According to Wiener's attribution theory, Xiaoqin attributed his failure in the mathematics midterm exam to low ability, and ability is an internal, stable and uncontrollable factor.

(2) A student who always fails and attributes failure to internal, stable and uncontrollable factors (ie, low ability) will develop a self-feeling of learned helplessness. Learned helplessness means that no matter how hard you try, you cannot succeed, so you take the helpless behavior of avoiding efforts and giving up on learning.

(3) ① Long-term negative attributions are not conducive to students’ personality growth. This requires teachers to use feedback and provide encouragement and support in feedback to help students make correct attributions and rebuild their confidence. Weiner found that in the interactive teaching process between teachers and students, students' attributions of their own success or failure are not entirely based on their test scores, but are affected by the teacher's feedback on his performance. As a teacher, you should actively provide feedback on students' performance results, help students make correct attributions, and prevent students from developing negative psychology.

② Change students’ negative self-understanding and improve learning motivation through attribution training. According to attribution theory, students will have stronger emotional experiences when they attribute success or failure to effort than to ability. If you work hard and succeed, you will experience happiness; if you fail without trying hard, you will experience shame; if you try hard and fail, you should also be encouraged. Therefore, when teachers give rewards, they must not only consider students' learning results, but also look at students' learning progress and effort, emphasizing internal, unstable and controllable factors. When students make the same effort, more rewards should be given to students with low ability; those with low ability but hard work should be given the highest evaluation; those with high ability but no effort should be given the lowest evaluation, so as to guide students to make correct attributions.

(2020) According to Wiener's attribution theory, factors that are stable, external, and uncontrollable are ( )

A. Effort

B. Ability

C. Luck

D. Difficulty of work

[Analysis] American psychologist Weiner conducted a systematic discussion on the attribution of behavioral results. He divided attribution into three dimensions: internality (control point), stability and controllability. At the same time, he believes that explaining success or failure mainly boils down to six aspects: ability, effort, task, luck, physical and mental state, and external environment. Ability is an internal, stable, and uncontrollable factor; effort is an internal, unstable, and controllable factor; task difficulty is an external, stable, and uncontrollable factor; luck is an external, unstable, and uncontrollable factor; physical and mental state is an internal, unstable, and uncontrollable factor; and the external environment is an external, unstable, and uncontrollable factor.

25. [Answer] D

(2021) 7. The dimension of the luck factor in Wiener's attribution theory is ( ) .

A. Internal, controllable, stable

B. Internal, controllable, unstable

C. External, uncontrollable, stable

D. External, uncontrollable, unstable

[Analysis] According to Wiener's attribution theory, luck is an external, uncontrollable, and unstable factor.

37. [Answer] D

♥4. Self-efficacy theory (fill in the blanks, case analysis questions, essay questions)

Bandura first proposed the self-efficacy theory.

Self-efficacy refers to a person's subjective judgment of whether he or she can successfully perform a certain achievement behavior.

Bandura pointed out in his motivation theory that human behavior is affected by the result factors and antecedent factors of the behavior. The antecedents of

are expectations, including result expectation and performance expectation .

Influencing factors of self-efficacy:

①Success and failure experience (the most influential)

②Substitute experience

③Verbal persuasion

④ Emotional arousal

Exam question link:

(2018) Bandura’s self-efficacy theory is a type of motivation theory. In this theory, Bandura divides expectations into result expectations and _______.

[Performance Expectations]

(2020) 8. Case Analysis Questions (9 points in total)

91. Wang Jian and Li are communicating about the study test for CET-4: Wang Jian believes that he has good English scores in high school. As long as he studies stably, he can learn English well and pass CET-4.And judging from the passing rate of the previous session, there is absolutely no problem in passing the four exams on my own. Li believes that high school English scores are a thing of the past, and it is still necessary to study based on the innovative points of the CET-4 exam. He also believes that the passing rate of the previous class is not credible. If you do not review carefully, it will be difficult to pass. I don’t have much confidence in whether I can pass the exam. Therefore, in the process of learning English, Wang Jian listened carefully in class, completed the assignments assigned by the teacher on time, and focused on studying the content of college English textbooks. Li Ze used his spare time to do the real questions of the CET-4 exam, focusing on studying the content of the CET-4 exam, but he often worried that he would not review well.

(1) Let’s talk about the understanding of self-efficacy based on cases. (2 points)

(2) Let’s talk about the impact of self-efficacy on student behavior based on cases. (5 points)

1. [Answer]

(1) Self-efficacy refers to people’s subjective judgment of whether they can successfully perform a certain achievement behavior.

In this case, Wang Jian believes that he has good English scores in high school. As long as he studies stably, he can learn English well and pass the CET-4 exam.

Li believes that the content he is learning now is different from the focus in high school, so he may not be able to pass the CET-4 exam. The different views of the two people illustrate the subjective judgment of whether they can learn English well, which is a reflection of self-efficacy.

(2) The impact of self-efficacy on student behavior:

① Self-efficacy determines a person’s choice of activities.

② Self-efficacy affects a person’s level of persistence in activities.

③Self-efficacy affects people’s attitude in the face of difficulties.

④ Self-efficacy affects the acquisition of new behaviors and the performance of learned behaviors.

⑤ Self-efficacy affects emotions during activities.

In this case, Wang Jian believes that as long as he studies stably, he can learn English well and pass the CET-4 exam, which shows that his self-efficacy is high: Li thinks that he may not necessarily pass the CET-4 exam, which shows that his self-efficacy is low. Therefore, the former are confident in learning and are therefore more likely to devote themselves to tasks and achieve the best results. The latter are full of doubts about themselves, overly concerned about their own shortcomings, always worried about failure, and may not be able to complete tasks well.

(2017) 6. Self-efficacy refers to people’s ______ about their ability to successfully engage in a certain behavior.

[Subjective judgment]

(2018) 76. Bandura’s self-efficacy theory is a kind of motivation theory. In this theory, Bandura divides expectations into result expectations and ______.

[Efficacy Expectations]

(2021) 72. In Bandura’s self-efficacy theory, there are three forms of reinforcement, namely direct reinforcement, ______ and self-reinforcement.

[Substitute Reinforcement]

5. Achievement Motivation Theory (Multiple Choice Questions, Fill-in-the-Blank Questions, Short Answer Questions)

Achievement Motivation Theory was originally proposed by McClelland and Atkinson, and was later developed by Atkinson.

He believes that individual achievement motivation can be divided into two categories, one is the motivation to succeed, and the other is the motivation to avoid failure.

According to the intensity of these two types of motives in the individual motivation system, individuals can be divided into those who strive for success and those who avoid failure .

When choosing tasks:

• Strive for achievers to like things that are challenging Tasks with a success probability of 0% are the ones they are most likely to choose;
• Avoid losers who tend to choose very easy or very difficult tasks . Tasks with a probability of success of 5% or 75% are the ones they are most likely to choose.

(2019) 77. Atkinson divides individual achievement motivation into two categories: one is the motivation to ______, and the other is the motivation to avoid failure.

[Strive for success]

Test Point 4. Cultivation of learning motivation: (short answer questions, essay questions)

(1) Understand and meet students' needs and promote the generation of learning motivation;

(2) Pay attention to aspirational education and train students' achievement motivation;

(3) Help students establish a correct self-concept and gain a sense of self-efficacy ;

(4) Cultivate students' efforts to form a view of attribution of success;

(5) Cultivate interest in learning;

(6) Use the transfer of original motivation to create a need for students to learn.

Section 4 Learning transfer

Test points 1. Learning transfer

Learning transfer refers to the impact of one kind of learning on another kind of learning, or the impact of acquired experience on the completion of other activities.

eg. "Learn inferences from one instance" "Learn by analogy" "Know ten from what you hear"

Test points 2. Types of learning transfer: (multiple choice questions, fill-in-the-blank questions, short answer questions)

(1) According to the nature and results of transfer, it is divided into:

• Positive transfer (facilitating transfer): The promotion effect of one kind of learning on another kind of learning.
• Negative transfer (inhibitory transfer): The hindering effect of one kind of learning on another kind of learning .

(2) According to the different transfer contents, Bruner divides transfer into:

• general transfer/non-specific transfer/universal transfer : refers to the transfer of general principles, methods, strategies and attitudes learned in one kind of learning to another kind of learning.
• Specific transfer/Special transfer : The specific and special experience acquired in one type of learning is directly transferred to another type of learning, or transferred to a new situation after being recombined with certain elements.

(2013) 27. People who learn English well can learn French more easily. This phenomenon can be explained by ( ).

A. Enhanced

B. Negative migration

C. Prototype

D. Positive migration

7. [Refined Analysis] D

According to the nature and results of migration, migration can be divided into positive migration and negative migration.

(1) Positive transfer is also called facilitative transfer, which refers to the promotion effect of one kind of learning on another kind of learning.

(2) Negative transfer is also called inhibitory transfer, which refers to the hindering effect of one kind of learning on another kind of learning.

A. Reinforcement is an operation that increases the probability that similar reactions will occur in the future.

C.Things that inspire solutions to problems are called prototypes.

test points 3. learning transfer and teaching: (short answer questions, case analysis questions, essay questions)

. Factors affecting learning transfer:

⑴ Similarity

⑵ Original cognitive structure

① Whether the learner has the corresponding background knowledge is the basic prerequisite for transfer.

②The generalization level of the original cognitive structure plays a crucial role in migration.

③Whether learners have corresponding cognitive skills or strategies and metacognitive strategies to regulate and control cognitive activities also affects the occurrence of transfer.

⑶ The aspiration and set point of learning

The aptitude and set point often refer to the same phenomenon, that is, a state of dynamic preparation that precedes a certain activity and points to that activity.The influence of

stereotype on migration is expressed in two ways: promotes and hinders .

Lu Qins 's " measuring cup " experiment is a typical example of the influence of stereotypes on migration.

. Teaching methods to promote transfer:

① Selected teaching materials.

② Arrange teaching content reasonably.

③ Reasonably arrange the teaching procedures.

④Teach learning strategies and increase transfer awareness

⑤Learn in real life.

Section 5 Knowledge and Skills

Test Points 1. Knowledge :

Knowledge refers to the information and its organization obtained by the subject through interaction with the environment. The essence of

is the human brain's reflection of the characteristics and connections of objective things, and it is the subjective representation of objective things.

Test Point 2. Classification of Knowledge :

Due to the different depth of reflection activities, knowledge can be divided into perceptual knowledge and rational knowledge.

• Perceptual knowledge : It is a reflection of the appearance characteristics and external connections of the activity, which can be divided into two levels: perception and representation.
• Rational knowledge : reflects the essential characteristics and internal connections of activities, including concepts and propositions

Test points 3. Types of knowledge learning :

According to the existence form and complexity of the knowledge itself, knowledge learning is divided into:

• symbol learning : refers to learning the meaning of a single symbol or a group of symbols, or learning what the symbol itself represents.

The main content of symbol learning is vocabulary learning also includes the learning of factual knowledge.

• Concept learning : refers to mastering the general meaning of concepts, which is essentially mastering the common key characteristics and essential attributes of similar things.
• proposition learning : refers to learning the compound meaning of sentences composed of several concepts, that is, learning the relationship between several concepts.

Test points 4. Intuitive knowledge

Intuitive knowledge is the first step for students to acquire knowledge, which mainly includes: Intuitive physical objects , Intuitive images , Intuitive language .

test points 5. knowledge summary :

1. Knowledge summary type :

mainly includes perceptual summary and rational summary .

• perceptual generalization (intuitive generalization): It is a low-level generalization form that is spontaneously carried out on the basis of intuition.
• Rational summary is a process of revealing the general, essential characteristics and connections of things through conscious processing and transformation of perceptual knowledge and experience under the guidance of previous knowledge.

2. Effective ways to summarize knowledge: (fill in the blanks, short answer questions, essay questions)

① Use positive examples and counterexamples together;

• Positive examples: Examples that conform to the concept.
• Counterexamples: Examples that do not conform to the concept.

② Correct use of variations:

Variations: Use different forms of intuitive materials to illustrate the rich essential attributes of things, change the non-essential characteristics of things, and highlight the essential characteristics of things.

③Compare scientifically:

④Inspire students to make conscious generalizations.

(2017) 84. Teachers using different forms of intuitive materials or examples to illustrate the rich attributes of things in teaching are called ______.

[Variation]

test point 6. skills: (fill in the blanks)

skills are regular activities formed through practice .

(2017) 85. The basic way of skill formation is ______.

[Exercise]

♥ Classification of skills: (multiple choice questions, fill-in-the-blank questions)

According to the nature and characteristics of the skills themselves, they are divided into:

⑴ Operation skills (action skills, motor skills):

Law-compliant operation activities methods formed through learning.

⑵ Mental skills (intellectual skills, cognitive skills):

A law-compliant mental activity method formed through learning.

Classification of skills

(ii) Formation and cultivation of skills: (multiple choice questions, fill-in-the-blank questions, short answer questions)

. The formation and cultivation of operational skills:

(1) The formation stage of operational skills:

① Orientation of operations : The process of establishing a directional image of its operational activities in the mind.

②imitation of operation : reproduce specific actions or behavior patterns. Integration of

③ operations : fix the actions learned in the imitation stage.

④ skilled : highly adaptable, the execution of actions has reached a high degree of perfection and automation, and kinesthetic control plays a leading role. It is the key link that transforms operational skills into abilities.

(2) operational skills training requirements:

① accurate demonstration and explanation;

② necessary and appropriate exercises ;

exercises are indispensable key links in forming various operational skills. The common points of

practice curves : the progress is fast at the beginning; there is an obvious temporary pause period in the middle, that is, the plateau period. This phenomenon is called " plateau phenomenon "; the progress is slower in the later period; the performance sometimes improves, sometimes declines, and sometimes stops. , that is, the phenomenon of ups and downs; the general trend is progressive, but sometimes temporary regression occurs.

③Adequate and effective feedback;

④Establish stable and clear kinesthetic sense.

Exam question link:

(2012) 85. During the learning process, students’ academic performance and learning efficiency have stagnated for a period of time, and the knowledge they have learned even feels vague, which is called ______.

[Plateau Phenomenon]

(2018) During the practice process, the improvement of practice scores does not rise in a straight line. Sometimes there will be a temporary pause, called ______.

[Plateau Phenomenon]

. Heart The formation and cultivation of mental skills (multiple choice questions, fill-in-the-blank questions, short answer questions)

The earliest systematic study of mental skills was the former Soviet psychologist Gary Perin .

(1) The formation stage of mental skills:

① Prototype orientation: Understand the practical mode of mental activities and understand the operating activity procedures.

② Prototype operation: The activity program plan established by the subject in the mind is put into practice in an explicit operation method.

③Prototype internalization: the process of transforming the practical model of mental activity into the inside of the mind, from a material, explicit, and expanded form to a conceptual, latent, and condensed form.

(2) Mental skill cultivation requirements:

① Stimulate enthusiasm and initiative in learning;

② Pay attention to the completeness, independence, and generality of the prototype ;

③Adapt to the stage characteristics of training and use language correctly;

④Create conditions and provide opportunities for mental skill practice and application.

(2021) 5. The skills that people show in swimming, dancing, cycling and other activities belong to ().

A. Mental skills

B. Intellectual skills

C. Motor skills

D. Cognitive skills

[Analysis] Operational skills, also called action skills and motor skills, are regular operating activities formed through learning. "Swimming, dancing, and cycling" are operational activities and therefore motor skills.

35. [Answer] C

Section 6 Attitude and Morality

Test Points 1. Attitude :

Attitude is an internal state of readiness or reaction tendency formed through learning that affects an individual's behavioral choices.

Test point 2. The structure of attitude: (multiple choice questions, fill-in-the-blank questions)

• The cognitive component of attitude: refers to the concepts and beliefs with evaluative significance that individuals have towards the attitude object.
• The emotional component of attitude: refers to the emotions and emotional experiences that accompany the cognitive component of attitude. (It is the core component of attitude)
• The behavioral component of attitude: refers to the intention and intention to prepare a certain response to an object.

(2021) 70. The structure of attitude includes cognitive components, ______ and behavioral components.

[Emotional component]

Test point 3. Morality

Morality is the relatively stable psychological characteristics and tendencies shown by individuals when they act according to certain social and moral behavioral norms.

Test point 4. The psychological structure of moral character: (multiple choice questions, fill-in-the-blank questions)

① Moral cognition: understanding of moral norms and their implementation significance, and being able to make correct evaluations and judgments based on them. It is the core part of individual morality.

② Moral emotions:

③ Moral will: The psychological process in which individuals consciously adjust moral behavior and overcome difficulties to achieve predetermined moral goals.

④ Moral behavior: Moral behavior is an important indicator of moral character.

Test Points 5. Stage Theory of Moral Development (Multiple Choice Questions, Short Answer Questions)

1. Piaget’s Morality Theory of development stages

Piaget used dual story method to discover and summarize the general law of children's moral cognitive development, that is, children's moral development has experienced a process of understanding, transformation and development from heteronomy to self-discipline.

He believes that 0 years old is the watershed in children's transformation from heteronomous morality to self-disciplined morality.

⑴ egocentric stage / pre-moral stage : 2~5 years old

• does not have constraints.

⑵ authoritative stage ( heteronomous ): 6~8 years old

• believes that the rules are fixed. Judge good or bad based on the consequences of your actions.

⑶ Reversibility stage ( self-discipline ): ~10 years old

• believes that the rules can be changed.

⑷ Justice stage 10~12 years old

• Pursuing fairness and justice

(2019) 0. Briefly describe Piaget’s stage theory of cognitive development. (4 points)

[Reference answer]

(1) Perceptual motor stage.

(2) pre-operation stage.

(3) Specific operation stage.

(4) formal operation stage.

(2021) 24. Piaget believed that in the stage theory of cognitive development, the stage at which children obtain object permanence is ().

A. Sensory motor stage

B. Preoperational stage

C. Concrete operational stage

D. Formal operational stage

[Analysis] In the cognitive development stage theory, the significant sign of the sensorimotor stage is the acquisition of object permanence, that is, when an object disappears from the child's field of vision, the child knows that the object does not exist.

24. [Answer] A

2. Kohlberg's stage theory of moral development (multiple choice questions, fill-in-the-blank questions, short answer questions, essay questions)

American psychologist Kohlberg's method of studying moral development is dilemma story method , which divides moral judgment into three levels, and each level includes two stages. Therefore, a three-level and six-stage moral development stage theory is proposed.

test point 6. The general process of attitude and moral learning: (multiple choice questions, fill-in-the-blank questions)

The formation process of attitude and morals goes through three stages: compliance with , identification with and internalization of .

(1) Compliance

superficially accepts the norms and acts according to the requirements of the norms, but lacks understanding of the necessity or basis for the norms, and even has resistance. Behavior in the compliance stage is blind, passive and unstable, and changes with changes in the situation.

is the starting point of and in establishing attitude and quality.

(2) Identity

Identity is the initiative to accept the influence of others in thoughts, emotions, attitudes and behaviors, so that one's attitudes and behaviors are close to those of others. The starting point of

is to try to be consistent with the example.

Compared with compliance, identification is a deeper level. It is not controlled by external pressure, and the behavior has certain characteristics of consciousness, initiative and stability.

(3) Internalizing

means to be consistent with the thoughts and views of others, integrating the thoughts that you agree with with your original views and beliefs to form a complete value system. In the internalization stage, individual behavior is highly conscious, proactive, and firm, and a stable attitude and moral character are formed. Marks the formation of stable attitude and moral character

Test point 7. Conditions that affect attitude and moral learning: (short answer questions, essay questions)

(1) External factors

1. Family environment (plays a foundational role in the formation and development of moral character )

2. School environment (plays a leading role in moral development )

3. Social factors

4. Peer groups

(2) Internal factors

1. Cognitive dissonance

Cognitive dissonance is a prerequisite of attitude change .

2. Attitude setting

3. Moral cognition

4. Educational level

Test points 8. The cultivation of good attitude and moral character: (short answer questions, essay questions)

1. Effective persuasion.

⑴ Effective use of positive and negative arguments

① Situations that provide positive arguments:

For lower grade students with limited understanding ability; when students have no opposite views; when the task of persuasion is to solve an urgent matter.

② Situations that provide positive and negative arguments:

is for senior students with strong understanding ability; when students originally have negative views; when the task of persuasion is to cultivate students' long-term and stable attitudes.

⑵ Play the role of emotion, convince people with reason and move people with emotion.

⑶ Consider the characteristics of the original attitude and gradually increase the requirements.

2. Set a good example

3. Group agreement

4. Value analysis

5. Give appropriate rewards and punishments

In addition to the above methods, role playing, group moral discussions and other methods are very effective in the formation and change of attitudes and moral character.