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1.
为研究国内民族教育心理的发展情况,在知网中检索近20年中发表的有关民族教育心理的文献,使用CiteSpace文献信息挖掘软件对相关文献进行分析,通过机构及作者发文量统计、关键词聚类、爆发词分析等方面进行可视化分析,以便更直观、清晰地探究民族教育心理的研究热点与发展历程。总体而言,当前关于民族教育心理的研究处于稳步发展阶段,西北与西南地区各高校为主要研究力量;当下的研究热点主要包括民族学生学习动机、学习自我效能感与学习策略等方面;近年来研究内容由现状调查向相关影响因素分析转变。未来研究的走向主要体现在应关注民族中小学生学习心理的内在机制;加强各地区之间的院校合作;探索基于互联网教学背景下的民族教育心理,注重国外研究的经验借鉴。目前研究呈现出研究视角多元化等特征,未来研究应强化研究方法规范性,研究对象丰富化,及研究范式的转型,推动我国民族教育心理研究向纵深方向发展。 相似文献
2.
Engagement is one of the hottest research topics in the field of educational psychology. Research shows that multifarious benefits occur when students are engaged in their own learning, including increased motivation and achievement. However, there is little agreement on a concrete definition and effective measurement of engagement. This special issue serves to discuss and work toward addressing conceptual and instrumentation issues related to engagement, with particular interest in engagement in the domain of science learning. We start by describing the dimensional perspective of engagement (behavioral, cognitive, emotional, agentic) and suggest a complementary approach that places engagement instrumentation on a continuum. Specifically, we recommend that instrumentation be considered on a “grain-size” continuum that ranges from a person-centered to a context-centered orientation to clarify measurement issues. We then provide a synopsis of the articles included in this special issue and conclude with suggestions for future research. 相似文献
3.
进化教育心理学是探讨人类学习和教育的新的理论视角,其核心观点是有效干预教学以保证学生获得生物次级能力,适应现代社会的生活。进化教育心理学在学生认知发展和学习动机方面提出了与建构主义理论不同的观点,不仅为进一步理解学习与教学提供了新的视角,也为解决一些令人困惑的教育问题提供了可行的理论框架。 相似文献
4.
Parallel to the recent advancements in information and communications technologies, research on multimedia learning has generated a number of theories and empirical findings. Numerous trends and issues have emerged, showing the complex and dynamic nature of multimedia learning and the associated scholarship. To provide a comprehensive knowledge map and an overview of recent research on multimedia learning, 411 peer-reviewed articles from 1996 to 2016 were analyzed to describe the empirical work in multimedia learning. A bibliometric approach was applied to reveal the most common keywords and terms and their interactions via co-word analysis. The results showed that cognitive load is the highest co-occurred keyword and that animation provided the highest number of co-occurrence relationships with other keywords in our sample. Five clusters of research trends were identified: theoretical foundations of multimedia learning, representations and principles, instructional design and individual differences, motivation and metacognition, and video and hypermedia. Despite the high co-occurrence of the terms “memory”, “working memory”, and “cognitive load”, only a few studies examined the role of individual differences in cognition such as working memory capacity in multimedia learning. The multimedia learning principles most commonly discussed in the last two decades of research are redundancy, contiguity, and coherence. Thus, more research should be conducted to empirically test the many other principles recently discussed in the Cambridge Handbook of Multimedia Learning and address the issue of individual differences in attention and cognition during learning with multimedia. 相似文献
5.
Sun-Geun Baek 《Educational Psychology Review》1994,6(4):373-389
The purpose of this review is to examine views about learning and the learner grounded in cognitive psychology and to discuss their implications for educational testing. The new perspectives about learning and the learner suggested by cognitive psychology imply changes in educational testing. The first part of this paper compares perspectives about learning and the learner in cognitive psychology with traditional perspectives. The second part describes its implications for educational testing. The goals of educational testing should be the improvement of learning and instruction, achieving these goals in the real society, and a symbiotic relationship between cognitive psychologists and traditionalists in educational testing. 相似文献
6.
Richard E. Mayer 《Educational Psychology Review》1998,10(4):389-396
Byrnes and Fox (1998) present the case for the relevance of cognitive neuroscience in educational psychology, including both logical and empirical arguments. In this commentary, I begin by briefly reviewing the history of the case for including the brain in educational psychology: Early educational psychology—as reflected in Thorndike's (1926) educational psychology textbook—emphasized the neuronal basis of learning; contemporary educational psychology—as reflected in educational publications—tends to ignore the brain; and future educational psychology will need to overcome the pitfalls encountered in previous misuses of brain research. Next, I examine two logical arguments for Byrnes and Fox's case, namely, that including cognitive neuroscience research makes educational psychology more complete and more plausible. Then, I examine the empirical argument of Byrnes and Fox by focusing on the value of cognitive neuroscience research in attention and memory as well as in reading and arithmetic. Finally, I suggest criteria for evaluating the contributions of cognitive neuroscience research in educational psychology, including the need for research on educationally relevant tasks and issues. 相似文献
7.
At the heart of the social cognitive theoretical approaches common to all papers in this special issue is a recognition that the contexts in which teachers live and work affect their level of motivation, how they feel, and what they do. Teacher motivation, in turn, can affect students’ perceptions and behaviors. This commentary addresses the major contributions made by the papers in this special issue toward advancing a more contextualized understanding of teacher motivation. Contextual considerations include theoretical and practical interpretations, sampling, the teaching and learning setting, measurement, and study design and analyses. Recommendations are offered for how researchers can better account for the role of context in all aspects of teacher motivation research. 相似文献
8.
Dale H. Schunk 《Educational Psychology Review》1998,10(4):411-417
Byrnes and Fox present a thoughtful article on a neglected but important topic for educational psychologists. Some major contributions are their emphasis on the need for consistency in educational theory and neuroscience research, the lack of automatic correspondence between neuroscience research and educational applications, the need for educator awareness of neuroscience research, the importance of development, and the influence of early education. Limitations of the neuroscience perspective for education include inadequate examination of contemporary theories of learning and motivation, the generality of cognitive processes, the influence of student beliefs, and the role of self-regulation. Suggestions for future research are given. 相似文献
9.
Mary R. Sudzina 《Educational Psychology Review》1997,9(2):199-260
Recent interest and inquiry into constructivism, pedagogical content knowledge, and case study methodology are influencing the content and goals of educational psychology in teacher preparation. The reasons seem clear: The content of educational psychology lends itself to authentic, active, and pragmatic applications of theory to school practices, as well as to investigations of a variety of educational issues, perspectives, and contexts which can be viewed through case study, a constructivist problem-based approach to learning. Widely-used educational psychology texts are including constructivism as a cognitive alternative to behaviorist and information processing views of teaching and learning. Concurrently, case studies are being integrated in educational psychology texts, and a myriad of case texts have appeared with application to educational psychology courses. This article considers the decisions, benefits, and difficulties in teaching educational psychology through a constructivist case study approach. 相似文献
10.
进化心理学的诞生,特别是进化教育心理学与进化发展心理学的发展,为解释当前教育问题和教育现象提供了新的视角。进化理论把人类知识分为生物初级知识和生物次级知识,重新诠释了教育,特别是学校教育存在的必要性和价值;进化发展心理学对＂发展＂概念的独到诠释,给当前盛行的＂超前教育＂以警示;进化理念下对不同知识类型儿童学习方式的区分,启发教育工作者重新认识接受学习的价值;学习动机偏差理论解释了为什么大多数学生不喜欢学习,也启发教育者重新审视外部动机激发的意义;进化理念下的性别差异解释了当前教育领域中常见的性别学习偏好,也给教育教学提供了重要的启迪;进化心理学对几种儿童＂问题行为＂的全新阐释为今后教育提供了新的思路。 相似文献
11.
在参考大量文献资料及教育游戏软件和网站的基础上,以认知心理学为依据,对教育游戏在小学生认知学习作用方面进行深入探讨.论证了教育游戏在小学生知觉学习、认知结构、学习动机和信息加工四方面起促进作用,并提出教育游戏应用于课程学习的建议. 相似文献
12.
In this article we propose that in order to advance our understanding of motivation in collaborative learning we should move beyond the cognitive–situative epistemological divide and combine individual and social processes. Our claim is that although recent research has recognized the importance of social aspects in emerging and sustained motivation in collaborative learning activities, the social is mainly conceived as a unidirectional source of influence on individual motivation. In the article we examine the significance of motivation in research on collaborative learning. We discuss two characterizations of the role of the social in conceptualizations of motivation, namely, social influence and social construction, and outline our case for moving beyond the cognitive–situative divide and combining individual and social processes in research on motivation. Finally, we present illustrations from recent research on motivation in collaborative learning that has attempted to bridge the cognitive–situative divide across theoretical perspectives or using different methods. 相似文献
13.
Although there is abundant experimental metamemory research on the relation between students’ monitoring, regulation of learning, and learning outcomes, relatively little of this work has influenced educational research and practice. Metamemory research, traditionally based on experimental paradigms from cognitive psychology, can potentially contribute to designing and improving educational interventions that foster self-monitoring and self-regulation in children, adolescents, and young adult learners. We describe the metamemory paradigm, and provide a short overview of the insights it has generated with regard to improving metacognitive skills in these groups of learners. Moreover, we summarize the contributions to this special issue on translating insights from cognitive psychology research on metamemory to educational research and practice, and describe possible themes and directions for future research that could further bridge the gap between fundamental and more applied research on metacognition, so as to design effective educational interventions. 相似文献
14.
Motivation is one of the most psychological topics of this science. It constitutes the very nature of what psychology is about — namely, how people regulate multiple interactions within the world, including themselves. Motivation was and is interpreted very differently, depending on the various theoretical and methodological positions. In this paper the perspective of the so-called socio-cultural or cultural-historical school which was founded by Vygotsky, Lurya, Leontyev and their co-workers will be described with the aim to reveal a number of ideas that might be useful even for research on motivation in our days. However, it is impossible to give a complete picutre of the theoretical and methodological positions of this rich and ramified tradition line here. Thus, the following explanations will be confined to one central part of it, namely the elaborated activity theory, above all, the work of Alexej Leontyev. In this paper, first the concept of activity and then the concept of motivation will be outlined in its theoretical framework. These will subsequently be made concrete with respect to motives of learning activity. Finally, some current perspectives and open problems will be mentioned. 相似文献
15.
Dual coding theory and education 总被引：27，自引：0，他引：27
Dual coding theory (DCT) explains human behavior and experience in terms of dynamic associative processes that operate on a rich network of modality-specific verbal and nonverbal (or imagery) representations. We first describe the underlying premises of the theory and then show how the basic DCT mechanisms can be used to model diverse educational phenomena. The research demonstrates that concreteness, imagery, and verbal associative processes play major roles in various educational domains: the representation and comprehension of knowledge, learning and memory of school material, effective instruction, individual differences, achievement motivation and test anxiety, and the learning of motor skills. DCT also has important implications for the science and practice of educational psychology — specifically, for educational research and teacher education. We show not only that DCT provides a unified explanation for diverse topics in education, but also that its mechanistic framework accommodates theories cast in terms of strategies and other high-level psychological processes. Although much additional research needs to be done, the concrete models that DCT offers for the behavior and experience of students, teachers, and educational psychologists further our understanding of educational phenomena and strengthen related pedagogical practices. 相似文献
16.
Sanna Jrvel Hanna Jrvenoja Marjaana Veermans 《International Journal of Educational Research》2008,47(2):122-135
The aim of this study was to gain an understanding of the dynamics of motivation in socially shared learning from both individual and group perspectives. Higher education students’ motivation was analysed in the context of collaborative learning tasks, applying quantitative and qualitative methods. The research questions were: (1) what kind of motivations and task-specific goals do individual students have and (2) how do they combine their motivations as a group in socially shared learning? Three- to five-member groups of university students (n = 99) were observed as they worked with three different collaborative learning tasks in an educational psychology class. The experiment included differently organised conditions for collaboration, ranging from face-to-face situations to virtual collaboration situations which were perceived as motivationally and emotionally challenging. Self-reports and video-tapings were collected. The results show that the students who studied in face-to-face settings reported significantly more learning goals and fewer performance goals during the collaborative tasks than the students in the virtual group. Therefore, the collaborative process of volunteer face-to-face groups was analysed qualitatively and an attempt was made, by observing their shared motivation, to uncover the reasons why they achieved their learning goals. 相似文献
17.
The current research examined the role that students’ discipline-related self-concepts may play in their deep and surface approaches to learning, their overall learning outcomes, and continued engagement in the discipline itself. Using a cross-lagged panel design of first-year university psychology students, a causal path was observed in which students’ Semester 1 deep approach to learning positively predicted their Semester 2 psychology-student social identification; this relationship was mediated by students’ actual Semester 1 learning. Moreover, relatively high levels of Semester 2 psychology-student social identification led to a desire for further engagement in the discipline through an enhanced intent to continue their psychology studies. In contrast, discipline-related self-concept was not observed to act as a precursor to learning approaches. Overall, the current data provide clear evidence not only for the validity of the deep learning approach construct, but for the theoretical claims associating a deep learning approach with an impact on self-concept, and the educational value of encouraging a deep learning approach both for short-term academic performance and for continuing motivation to engage in the discipline. 相似文献
18.
Betsy J. Bannier 《Journal of Science Education and Technology》2010,19(3):215-236
While comprehensive texts, articles, and literature reviews presenting research in the singular arenas of motivation, help-seeking,
and online science learning are relatively easy to find, syntheses and interactions between these constructs are lacking.
Part I of this review addresses this knowledge gap by drawing together key research from the domains of educational psychology
and adult education, addressing the constructs of motivation, self-efficacy, adult learning, and help-seeking. Part II of
this review extends and applies the motivation and help-seeking discussion to the emerging and exciting field of online chemistry
education. The result is a comprehensive synthesis of the strengths and limitations of the currently existing body of knowledge
related to the motivation and help-seeking behaviors of adult, online chemistry students. 相似文献
19.
关于聋生书面语技能的培养及训练 总被引：4，自引：0，他引：4
聋生汉语书面语学习是一个重要的讨论话题 ,本文从聋生生理、心理及教育研究的特点出发 ,对聋生汉语尤其书面语学习的现状进行了分析 ,并从思维发展角度、书面语氛围的营造及语文教学活动等方面对聋生书面语的阅读及表达 ,提出了一系列培养、训练的方法。 相似文献
20.
伴随人类社会的快速变迁,与工作相关的学习的必要性与重要性日益凸显,工作-学习作为一个独立而专门的学术探究领域,已然成为教育科学的新疆域.本文基于对西方工作-学习领域若干学术期刊近十年来发表的论文及经典文献的梳理,针对两种典型范式,即人力资源开发范式和工作场所学习范式,从工作场所学习的本质分析、工作场所学习观的创新、工作场所作为一种独特的学习环境、工作-学习作为一个学术领域的合法性等方面,评述该领域已取得的重要理论成果,以期为我国开展工作-学习领域的研究活动与本土理论建设提供国际参照,从而更好地服务于我国9亿劳动者的人力资源开发与发展. 相似文献