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1.
Interference and Inhibition in Cognition and Behavior: Unifying Themes for Educational Psychology 总被引：2，自引：0，他引：2
In this article, we review modern work on interference and inhibition in cognition and behavior. We begin by briefly reviewing the historical and conceptual roots of this new body of work. Next we discuss five new theoretical frameworks that use the concepts of interference and inhibition to explain cognitive and behavioral phenomena. In the section that follows, we review evidence of individual and developmental differences in inhibition and susceptibility to interference in at-risk students. We then consider the implications of this new body of work for research on educational psychology by discussing six selected areas of research: intelligence, strategies, reading comprehension, logical and mathematical reasoning, self-regulated learning, and retention. In the next section, we explore four critical issues that pose significant challenges to research in inhibition and interference. Finally, we discuss the relevance of this work to educational practice by focusing on its implications for the curriculum and instruction. Throughout, our principal goal is to bring this new body of work to the attention of the readers of this journal and to show how it might be useful in guiding research and theory in educational psychology. 相似文献
2.
In this article, we present a model for academic mentoring research that incorporates theory and research on self-regulated learning. Academic mentoring research has increased in recent years, and researchers have linked mentoring with positive outcomes for protégés and mentors. This research, however, has not investigated the process whereby mentoring exerts its effects. An integration of mentoring with self-regulated learning seems valuable because self-regulated learning researchers have employed methodologies to assess its dynamic nature. We review assumptions of mentoring and self-regulated learning theories, representative mentoring research studies, and methods of assessing self-regulated learning. Following presentation of the mentoring research model, suggestions are given for types of research studies to identify the operation of key processes before, during, and after mentoring interactions. We conclude with implications of this integrated perspective for theory development and educational practice. 相似文献
3.
如何培养大学生英语自主学习能力 总被引：3，自引：0，他引：3
目前,大学生英语自主学习能力普遍较低。通过树立新的教育观念、增强英语自主学习意识、创建英语自主学习环境、教会学习策略、建立自主学习中心等途径可以提高大学生英语自主学习能力。 相似文献
4.
论动机监控在自我调节学习中的地位 总被引：3，自引：0，他引：3
曲苒 《陕西教育学院学报》2006,22(3):20-23
自我调节学习是近30年来教育心理学研究领域的重要课题,绝大多数自我调节学习策略的研究仅强调学习者对学习活动认知方面的调控,很少考虑非认知(动机情感等)方面的调节。本文通过对近期国内外有关动机监控方面研究的分析,探讨了非认知调节,尤其是动机监控在自我调节学习中的地位,提出动机监控应被融入自我调节学习模型。 相似文献
5.
高潭华 《宁德师专学报(自然科学版)》2005,17(3):244-246,268
在阐述自主学习内涵和意义的基础上，提出在普通物理教学过程中开展自主学习的途径，以期提高大学生的自主学习意识和能力，为他们的终身学习打下良好的基础。 相似文献
6.
Relations were examined between epistemic beliefs, achievement goals, learning strategies, and achievement. We sought to empirically test Muis’ [Muis, K. R. (2007). The role of epistemic beliefs in self-regulated learning. Educational Psychologist, 42, 173–190] hypothesis that epistemic beliefs influence processes of self-regulated learning via the standards students set for learning once goals are produced. Two hundred one undergraduate students from an educational psychology course completed questionnaires designed to measure the various constructs. Students’ final grades were also collected at the end of the semester. Students’ recollections of course tasks revealed that their epistemic beliefs are activated during learning. Results from structural equation modeling revealed epistemic beliefs influenced the types of achievement goals students adopted, which subsequently influenced the types of learning strategies they used in their education course, and their achievement. Moreover, achievement goals mediated relations between epistemic beliefs and learning strategies, and learning strategies mediated relations between achievement goals and achievement. 相似文献
7.
齐莫曼的自主学习模型理论与启示 总被引：7，自引：0，他引：7
对齐莫曼近年提出的自主学习模型进行描述,分别对其结构与过程进行了分析,并指出培养学生的自主学习能力应涉及如下方面:对学习的内在动机性因素的干预;教给学生充足的认知策略;促进学生的元认知发展并提出训练学生的元认知过程应包含的内容;培养学生主动营造或利用有利于学习的社会和物质环境的能力。 相似文献
8.
Using Vermunt's model [Vermunt, J. D. (1998). The regulation of constructive learning processes. British Journal of Educational psychology, 68, 149–171] of self-regulated learning as a conceptual framework, this study aims to contribute to the development of finer grained models of higher education students' learning by (1) investigating causal relationships between three student cognitions which feature prominently in the research literature: self-efficacy, conceptions of learning and attributions for academic success and by (2) researching both the direct and indirect effects of these student cognitions on first year university students' study strategies. To that end a model was developed, respecified, tested, and cross validated using path analyses. Results show that within an educational context learning conceptions are fundamental student cognitions since they directly and/or indirectly influence students' self-efficacy, attributions for academic success, and study strategy. 相似文献
9.
适应化学新课程改革促进学生的自主学习 总被引：2，自引：0，他引：2
相虎 《临沂师范学院学报》2005,27(6):128-131
针对中学化学教学中培养学生自主学习能力的措施,在理论、实践上作了初步的探讨.论文从4个方面进行了论述贯彻强动机原则,激发学生的自主学习意识;布置预习,培养学生的自主学习习惯;加强学法指导,优化学生的自主学习品质;强化学习的独立性,发展学生的自主学习能力. 相似文献
10.
Educational psychology courses should be the best taught courses on college campuses given that its instructors and textbook authors are resident experts in learning and teaching. More specifically, we contend that educational psychology courses should adhere to six principles. Educational psychology courses should: (a) be driven by teaching models, (b) integrate theory and practice, (c) provide opportunities to practice teaching skills, (d) present an integrated model for instructional planning, (e) prepare teachers to teach learning strategies, and (f) help students learn. We surveyed practicing teachers and analyzed current educational psychology texts and found that these principles are not upheld. We report on the principles, our findings, and how an educational psychology course that upholds these principles might be developed. 相似文献
11.
博客作为一种新型网络工具和网络文化现象，已受到越来越多的教育者关注。教育博客的出现，是一种教育技术手段进步的反映，影响或改变着我们的思维习惯、教育、学习和沟通交流方式。本文分析了教育博客的特点、大学生自主学习的意义和传统自主学习的局限，讨论了教育博客在大学生自主学习中的应用。 相似文献
12.
自我调控学习是近几十年来国内外心理与教育学者热切关注的一个领域。个体的成就目标、兴趣、人格等个体因素以及家庭、课堂等环境因素都会影响学生的自我调控学习能力,分析并探讨自我调控学习的各个影响因素,对于提出合理干预措施,使儿童有效学习并且减少学业失败有重要意义。 相似文献
13.
针对开放教育的特点,提出了自主学习的必要性和可行性。通过对开放英语I的学习策略分析,探讨了开放教育学生在英语学习素质上的自我完善,从而培养学生自主学习的能力,促进开放教育可持续发展。 相似文献
14.
自我调节学习理论的提出主要来自于对美国三次教育改革运动的反思,相关研究以社会认知学派的影响最为广泛。进入20世纪80年代后,人们逐渐意识到智力和环境并不能完全解释学生学业成就的差异,学习者本人在学习活动中的作用越来越引起人们的关注。自我调节学习循环教学模式不仅凸显了学生的主体地位,还可以培养学生对学习策略的使用,教师在对学生使用自我调节学习循环模式进行指导时,也能够通过学生的反馈发现教学中的问题,从而加以改进,使得教学内容更符合学生的需求。 相似文献
15.
从当代大学生的学习心理谈教学内容、方法的创新与发展 总被引：2，自引：0，他引：2
随着现代社会的不断发展和教育体制改革的不断深入，当代大学生的思想观念和价值观念也在不断发生着新的变化，对高校的教学工作也提出了新的要求。如何适应新的形势和要求，去把握学生的学习心理，满足学生的实际需要，从而提高教学的质量和实际效果，是高等院校教学工作面临的一个重大课题。本文从把握学生的学习心理出发，着重探讨了学生心理的具体表现以及围绕学生心理如何改进教学方法和提高教学效果这一理论问题。 相似文献
16.
自主学习及数学自主学习的现实意义 总被引：1，自引：0，他引：1
竺仕芬 《宁波教育学院学报》2007,9(1):56-58,88
新一轮课程改革的核心是促进学生学习方式的变革。自主学习是教育心理学研究的一个重要课题,其理论依据是元认知理论和建构主义理论。提倡数学自主学习是数学本身发展的需要,是学生自身全面发展的需要,是信息化时代的要求,是终身学习的要求。 相似文献
17.
该研究对526名高中生的自主学习状况进行了调查。结果表明,高中生自主学习的总体状况处于中等水平,自主学习各个方面的发展相对平衡,但对学习结果进行自我评价的自主性较差。高中学生的自主学习能力存在明显的学校差异和性别差异。高中生自主学习的能力呈年级下降趋势,而且在学习过程和学习环境的自主性方面存在显著的年级差异。 相似文献
18.
刘原 《渭南师范学院学报》2011,(8):51-53
心理技能训练对大学生的心理健康、有效学习以及人际交往有着积极的意义。文章根据心理过程的定义,提出了大学生心理技能训练的内容体系,并且针对大学生如何开展自主训练提出实施建议,以期求对大学生综合素质的提高起到促进作用。 相似文献
19.
Ellina Chernobilsky Maria Carolina DaCosta Cindy E. Hmelo-Silver 《Instructional Science》2004,32(4):319-356
A sociocultural view of learning proposes that learning involves becoming enculturated into a community of practice. A step
along the way is learning to use the specialized language of such a community, as language is a crucial tool that regulates
participation, mediates cognition and plays a central role in the development of thought. Problem-based learning (PBL), with
its emphasis on collaborative discourse, provides opportunities for students to develop the conceptual language of a discipline,
which in turn affects cognition. In a problem-based undergraduate Educational Psychology course, many psychological theories,
concepts and principles are introduced to pre-service teachers. During the course, as students learn through problem solving,
they engage with new knowledge. This evolving knowledge requires new discourse structures that will allow students to express
their new ideas and that will ultimately structure students' ways of knowing. The content of group and individual artifacts
is analyzed to examine how PBL influences students' language and knowledge development over the course of the semester in
an Educational Psychology class (n = 34). The goal of this paper is to present these analyses and to discuss how the change affects students' language and knowledge. 相似文献
20.
普通课程的生涯化与生涯发展课程的普通化促使基础课程呈现出生涯发展的特性。基础教育课程的价值并不仅仅局限于学术的价值和心智的训练,而是要兼顾学生的生活和终身的发展与成长,因此它要求以学术与生涯发展的相互融合,消解当前学习生活与为未来成人生活做准备的二元对立,进而为学生可持续发展、终身幸福与完满生活奠定基础。基础教育课程生涯发展在强化学术以训练学生的心智与行为规范的同时,聚焦于与个人终身职业、休闲、社会与人际关系密切关联的个人适应、社会适应和职业适应。它通过静态的构成要素和动态的操作历程显示出自己的存在价值。 相似文献