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基于论述心理学的课堂教学模式研究——以教育心理学为例
发表时间：2015-04-15 浏览量：2219 下载量：546
| 全部作者： | 王雨晴，张学新，游旭群，陈煦海 |
| 作者单位： | 陕西师范大学心理学院；复旦大学社会发展与公共政策学院 |
| 摘 要： | 在分析公共课教学现状的基础上，以教育心理学为例，提出以论述心理学为原则的课堂教学模式，包括“桌签应用”、“师生共讲”、“师生共评”等具体措施。教学模式实践结果表明，这种叙事、对话和互动的课堂教学模式调动了学生在学习过程中的动机机能、情感机能和核心控制机能，加强了学生主动进行叙事的实践和建构，在提高课堂教学效果的同时，训练了学生的基本教学技能，促进学生教师身份的自我认同和成长。 |
| 关 键 词： | 教育心理学；公共必修课；桌签；师生共讲；师生共评；反思 |
| Title： | Class teaching model study based on narrative psychology: a case study of educational psychology |
| Author： | WANG Yuqing, ZHANG Xuexin, YOU Xuqun, CHEN Xuhai |
| Organization： | School of Psychology, Shaanxi Normal University; School of Social Development and Public Policy, Fudan University |
| Abstract： | This paper attempted to make an analysis of the present situation of teaching educational psychology as a public course, and proposed some new ideas for the reform of educational psychology teaching based on narrative psychology, which included concrete reform measures such as “using table labels”, “involving students as teachers’ co-lecturers”, “doing class evaluation both by teachers and students” and so on. The results of the teaching reform practice show that this narrative, conversational and interactive classroom teaching mode has activated students’ motivation, emotion and core control functions and reinforced their active practice and construction of narration, which help improve students’ basic teaching skills and boost their self-identification and growth as teachers, while improving the effect of classroom teaching. |
| Key words： | educational psychology; public course; table labels; students as teachers’ co-lecturers; class evaluation both by teachers and students; reflection |
| 发表期数： | 2015年4月第7期 |
| 引用格式： | 王雨晴，张学新，游旭群，等. 基于论述心理学的课堂教学模式研究——以教育心理学为例[J]. 中国科技论文在线精品论文，2015，8（7）：744-751. |
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