共查询到18条相似文献,搜索用时 171 毫秒
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教学心理学情感维度上的一种教材处理策略——心理匹配 总被引:25,自引:1,他引:24
在教学心理学领域中,人们往往习惯于从认知维度探索教材的优化处理策略,缺乏情感维度上的相应研究。奥苏贝尔虽提出意义学习的两个内在先决条件:一是学习者有同化新材料的认知结构;二是学习者有意义学习的心向.但他本人也仅从影响学生认知结构的角度,提出教材的认知处理策略──先行组织者策略.而未从影响学生心向的角度.提出教材的情感处理策略。鉴此,本文从情感维度上提出教材处理的心理匹配策略.以冀与认知策略一起共同优化处理教材、呈现教学内容环节,并阐明心理匹配策略的内涵、机制、作用和种类。 相似文献
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中国传统并没有西方学科分类意义上的心理学,也没有纯粹的心理学思想。中国传统关注的是人,而对人的关注则不能不涉及人的心理。因此,尽管中国传统没有纯粹西方意义的心理学,但是若以西方的心理学观念来衡量,其心理学思想还是非常丰富的。心性论是古代中国哲学的一个基本传统,对于心性理论的阐发,则离不开对于人之“情”的关注,在对心性论重视的前提下,对于情感问题的讨论也成为了传统中国哲学的一个重要特点。以西方的心理学观念来衡量,称之为情感心理学亦不为过。中国传统的情感心理学思想非常丰富,本文仅就传统对情感的产生、心理基础、生理基础的阐释略作梳理,以期对传统的情感心理学做一个概观的了解。 相似文献
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"学与教"的社会建构主义观点述评 总被引:7,自引:0,他引:7
自1960年代以来,认知心理学所取得的丰硕成果对教学心理领域的研究产生了深远的影响,提高了心理学在教育实际领域的可应用价值,也导致以认知主义为主导的研究倾向。然而,认知心理学中的方法论的局限,特别是信息加工观点的关于人是“物理符号系统”(H.A,Simon语)假设的机械主义和科学主义倾向是显而易见的。这种研究的局限和倾向,在当今以人为本、强调学生主体性和创造性的人文主义教育领域中不免显得捉襟见肘,因而限制了这种研究在教育实际领域的适用性。因此,体现了建构主义和社会文化思想的社会建构主义心理学思想,在近十多年来应运而生。了解这种思想的“学与教”的观点及研究,对于教学心理理论和实践研究是大有裨益的。 相似文献
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论师生心理关系的理想建构 总被引:1,自引:0,他引:1
师生心理是师生关系在心理层面上的体现,包括认知评价、情感交流、交往互动三个建构要素。当前,师生心理关系的建构中存在着一些问题,应当通过营造自由的心理气氛、建立多元评估机制、开展对话、相互理解,努力建构和谐、融洽、平等、互动的理想的师生心理关系。 相似文献
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教师的成长心理已成为教育心理学研究的一个重要领域。近十几年来,从认知心理学视角进行的教师教学专长发展心理的研究,以及从职业心理学视角进行的教师心理特征与心理健康的研究已取得很多有价值的成果。在分析国内外已有研究的基础上,为进一步推进我国教师心理研究提出了几点建议。 相似文献
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情感体验是审美主体用美的标准来评价客观事物是否符合其审美观而引起的态度体验.音乐审美情感体验主要有三个层次,即审美主体层面的情感体验、审美客体层面的情感体验和审美超越与升华阶段的情感体验.在音乐审美心理制约下,钢琴演奏者的审美情感体验方式大致可分为以下几种:审美情感缺失性体验、审美情感的丰富性体验、审美情感的崇高体验、审美情感的孤独体验、审美情感的神秘体验以及审美情感的皈依体验. 相似文献
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Jacob A. Belzen 《Mental health, religion & culture》2013,16(3):205-222
Psychological research on spirituality need not start from scratch: the psychology of religion provides substantial knowledge and experience that can be drawn on when psychologists want to do research on spirituality. Spirituality, while certainly not identical with religion or religiosity, is a human phenomenon to which many methodological insights from the study of religion may be applied, although it is also a domain where many mistakes from the history of the psychology of religion are likely to be repeated. After presenting some thoughts on the conceptualization of spirituality, and reflecting on the type of psychology required to do research on spirituality, the paper points out some hidden agenda's in the psychologies of religion and spirituality. Focusing on and keeping in mind the specificity of spiritual conduct, the paper discusses a number of practical aspects of empirical research on spirituality. 相似文献
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Stephen M. Downes 《Journal of Consumer Psychology》2013,23(3):400-403
I respond to Vladas Griskevicius and Douglas T. Kendrick (G&;K) and Gad Saad's (S) defenses of the view that Consumer Studies would benefit from the appeal to evolution in all work aimed at understanding consumer behavior. I argue that G&;K and S's reliance on one theoretical perspective, that of evolutionary psychology, limits their options. Further, I point out some specific problems with the theoretical perspective of evolutionary psychology. Finally, I introduce some alternative evolutionary approaches to studying human behavior that could profitably be adopted in consumer research. 相似文献
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《The British journal of developmental psychology》2006,24(2):401-418
The relation between theory of mind and affective perspective taking was examined in a study with 42 three‐ to five‐year‐olds. Children completed tasks measuring affective perspective taking, theory of mind, and receptive language abilities. Significant positive correlations existed between overall affective perspective taking and theory of mind performance, independent of age and language. The relation between theory of mind and affective perspective taking was strongest for those scenarios in which there was a conflict between the child and the friend's emotional responses. These findings indicate that the abilities to understand conflicting emotions and to understand false beliefs are related aspects of social development. 相似文献
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情绪与语言加工的相互作用 总被引:2,自引:0,他引:2
情绪与语言加工的相互关系逐渐受到了研究者的重视。一方面,情绪对语言加工有着重要的影响,表现为:(1)语言中蕴含的情绪信息对语言加工的影响,包括情绪词、情绪性语句、情绪性篇章的加工;(2)情绪背景对语言加工的影响,包括自身的情绪状态背景(如,抑郁、焦虑、快乐等心境),以及情绪语调/语境、情绪图片、音乐等外在情绪线索诱发的情绪背景;(3)内化的情绪反应模式(如身体姿势、面部表情等)对语言加工的影响。另一方面,语言对情绪加工也有着重要的影响,表现为:(1)语义概念对情绪知觉的影响;(2)语言指导在情绪学习中的作用;(3)语言在情绪调节中的作用。未来的研究应该深入探讨情绪与语言加工的相互作用的内部机制,并将基础研究和教育及临床应用结合起来。 相似文献
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by John Kaag 《Zygon》2009,44(2):433-450
“You are really getting under my skin!” This exclamation suggests a series of psychological, philosophical, and metaphysical questions: What is the nature and development of human emotion? How does emotion arise in social interaction? To what extent can interactive situations shape our embodied selves and intensify particular affective states? With these questions in mind, William James begins to investigate the character of emotions and to develop a model of what he terms the social self. James's studies of mimicry and his interest in phenomena now often investigated using biofeedback begin to explain how affective states develop and how it might be possible for something to “get under one's skin.” I situate these studies in the history of psychology between the psychological schools of structuralism and behaviorism. More important, I suggest continuity between James's Psychology and recent research on mirror neurons, reentrant mapping, and emotional mimicry in the fields of clinical psychology and cognitive neuroscience. This research supports and extends James's initial claims in regard to the creation of emotions and the life of the social self. I propose that James's work in the empirical sciences should be read as a prelude to his metaphysical works that speak of a coordination between embodied selves and wider environmental situations, and his psychological studies should be read as a prelude to his reflections on spiritual transcendence. 相似文献
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心理学史教学与人才培养模式的改革 总被引:1,自引:1,他引:0
心理学史教学应成为大学心理学专业本科生的必修课,对于开启学生的心智和提高心理学理论素养具有其他课程所不可替代的重要作用。心理学史教学要探询古代心理学思想家的心灵智慧,把他们的思想活化,与我们进行心灵的对话。要通过与学生的思想交流,使师生之间就某些学术问题展开讨论,做到相互启迪,教学相长。心理学史教学的改革要加强学生哲学功底的培养,加强中西方思想的融合贯通,加强历史与现实的联系,有目的地培养心理学专业的理论人才。 相似文献