附件15 芊南钎範火孝 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 203年2月1日
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) 教学器材电脑、多媒体 与工具 Chapter 1 Educational Psychology: Introduction 授课时间|第1、2周周四第1-3 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 appliaation for education. Mastering the research method of educational research. Knowing the development of educational psychology and the relationship between education and psychological development. ]容(包拈基本內容 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? n changes of educational psychology since 1960s and 1970s? 料(含 、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√):理论课口√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√):复习口授新课口√安排讨论口布置作业口课外教学口 教学方式(请打√):讲授口√讨论口示教口指导口其他口 教学资源(请打√):多媒体囗√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 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）： 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) 教学器材电脑、多媒体 与工具 Chapter 2 Learning Theories: An Introduction 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 cognitie 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 mankinds learning and animal's learning. the main kinds of learning. the main oblems 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: 2, Make a comparison between the main ideas of S-R learning theories and cognitive learning theories. 1. Robert E. Slavin, Educational Psychology. 1994 by Allyn and Bacon, a division of Paramount 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莫雷,《教育心理学》,广东高教出版社,2002 授课类型(请打√):理论课口√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√):复习口授新课囗√安排讨论口√布置作业口课外教学口 教学方式(请打√):讲授口√讨论口√示教口指导口其他口 教学资源(请打√):多媒体囗√模型口实物口挂图口音像口其他口
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： 1、 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? 2、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. 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 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): 教学器材|电脑、多媒体 Chapter 3 S-R learning Theories 授课时间第45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 1, What are the differences between classical conditioning and operant conditioning? 2, What are the applications of operant conditioning? 3, What are the applications of observational learning for education 1. Robert E. Slavin, Educational Psychology. 1994 by Allyn and Bacon, a dvision of Paramount Publishing 2. Robert J. Sternberg, Wendy M. Williams. Educational Psychology. 2002 3. 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√):复习口授新课囗√安排讨论口布置作业口课外教学口 教学方式(请打√):讲授口√讨论口示教口指导口其他口 教学资源(请打√):多媒体口√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： 1、 What are the differences between classical conditioning and operant conditioning? 2、What are the applications of operant conditioning? 3、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 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): 教学器材与电脑、多媒体 工 Chapter 4 Cognitive Learning Theories 第6、7周周四第1-3 授课时间 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 sig 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 eception 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 I, Is extrinsic reinforcement necessary for learning? Why? 2, Make a comparison between Bruner's learning theory and Ausubels learning theory 3. 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 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√):复习口授新课√口安排讨论口√布置作业口课外教学口 教学方式(请打√):讲授口√讨论口√示教口指导口其他口
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： 1、 Is extrinsic reinforcement necessary for learning? Why? 2、Make a comparison between Bruner’s learning theory and Ausubel’s learning theory. 3、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 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