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厚学致远,寄望读书。跟随省特级教师工作坊,我们从未停下读书的脚步。2022年6月6日,山东省小学语文特级教师工作坊“学思践悟,携手前行”为主题的读书分享交流第二期再次开启,围绕《学与教的心理学》这本书的第八章——第十三章展开分享。青岛市小学语文特级教师工作坊全体成员在徐慧颖老师的带领下积极参与阅读活动。
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学习不仅要有明确的学习目标,而且需要建立灵敏,完善的反馈调节机制,通过对学习评价理论的学习,更新了评价观,评价决不仅仅是考试,老师的评语。同时也要重视自我评价,而它才是学习过程的出发点与归宿,只有更多地进行自我评价,才能形成自我意识,获得自我超越。
—— 合肥路小学曲健
再读《学与教的心理学》这本书,我又总结了一些心理依据和沟通教育方法,如:懂得如何去了解学生、了解学生的学习,有助于我们更好地认清教学的实质,学会全面地去洞察一切,可以合理科学地透过学生的不良行为看到他们问题背后真正的问题。
比如第七章态度和品德的学习,第三节良好态度与品德的培养——“以理服人与以情动人”告诉我们:说服的情感因素与理智因素对态度改变的影响还受学生成熟度的制约。如果教师期望低年级学生改变态度,富于情感色彩和引人入胜的说服内容容易发生影响。而期望高年级学生改变态度,说理充分,逻辑性强的说服内容有更大的影响力。对于一般的学生来说,说服开始时,加强情感感染会有助于引起学生的兴趣,然后再用充分的材料进行说理论证,会产生长期的说服效果。
因此,作为老师我们要积极分析和反思归纳总结日常教学的经验,更总要的是多读有关心理学原理的书籍,提高自己的专业知识水平,为高效教学提供理论支撑,为每一位孩子的可持续发展和人生幸福夯实基础。
——区实验小学赵赟伟
聆听名师分享,我也再次跟读《学与教的心理学》,最近无论是教师和学生身上都感受到了学习动力的缺失,学习激情的丧失,跟读时不禁翻到讲述“学习动机的激发和维持”这一章节,给我留下了颇深的印象。书中讲述我们唤醒学习动力的方式有以下几点:一、唤醒学习需求,激发求知欲;二、控制焦虑;三、正确认识学业的成败,建立积极的学习欲望。结合日常的课堂教学,我设想应从一下三个方面来激发学习的动力:一、创设任务情境,结合生活实践,让学生置身于特定的场景下解决问题。二、正确引导学生对待成绩的看法,提高学生对待学习的信心。三、创设轻松愉悦,同时积极上进的学习氛围,学有所获,学有所用。书中抛弃经验主义,让科学化的理性分析辅助教学,从心理学的角度探究问题的本真,作为一名语文教师抛弃一些感性,重视一点理性,让教学这一门严谨的、科学的学科,真正的有的放矢,有效实施。
——市实验小学李根
再读《学与教的心理学》,有感于其中所谈到的学习动机的激发。在日常教学中我们发现:存在不少的学生缺乏学习的动力以及兴趣,在课堂中并不能很好的集中注意力,作业也很马虎,甚至是出现课堂上疲倦瞌睡、躁动扰乱秩序的现象。这就应探讨学生学习动机不高的原因,是对自身自我定位过低,是教师对学生的评价、互动不足,还是家庭教育、社会环境的影响。学习动机和学习的关系是辩证的。学习能产生动机,而动机又推动了学习,二者相互关联。动机具有加强学习的作用。高动机水平的学生,其成就也高;反之,高成就水平也能导致高的动机水平。有些学习既不靠动机给予力量,也不靠内驱力的满足来加强。但是,要有效地进行长期的有意义学习,动机是绝对必要的。这就要求作为教师的我们去充分发掘孩子们的学习动机,也反思自己教学的设计及过程的实施,以及如何帮助学生自身维持较高的学习动机。
——青岛南京路小学 徐思思
《学与教的心理学》这本书是针对教师的教育,内容与教育工作者息息相关。整本书对学生、教师进行了深入的分析,从学习心理、教学心理、课堂管理等各方面对教师进行了指导。激发学生学习动机这一章节,更加深入的分析了学生的学习需要,帮助教师更好的在课堂上使用正确的教学方法来激发学生对学习的兴趣。
通过学习使我充分的认识到学生有学习兴趣才会有学习动机,因此我们在备教过程中,除了研究如何教授知识,培养能力,更多的是思考如何培养学生的学习兴趣。情境教学可以让学习任务与现实生活中发生的问题融合起来,可以激发学生的求知热情,培养学生的创新能力,引导学生自主探究问题,主动参与讨论;组织恰当的学习活动,引导学生扮演不可缺少的角色,帮助他们感受到到尊重和满足,进而增加学习的兴趣;对于成绩不良的学生,教师可以通过为他们选择难易适合的任务,让他们获得成功的体验,从而推动学习的进行。
——青岛地恩地希望小学 冷文凤
读完这本书后,我深深的体会到,教学是双方的,要想顺利的、圆满的完成教学任务,达到预期的效果,必须知道学生的心理教师的心理,处理好学与教的关系,科学管理构建智慧课堂。
从教师角度来说,教师本身必须应有良好的心理特征和较高的素质以及广博的专业知识。而这些并不是每一个人天生就有的,而是通过一个漫长的培养和成长过程所形成的。这也是我们读书活动的题中之义,以学促思、以读书促实践,这将是我今后所不断追求的。
从学生角度来说,学生本身的素质和心理发展特征更是千差万别,他们的成长过程中的认知发展过程也不相同,教师应该才能教好学生,应首先掌握学生的心理,激发和维持学生的学习动机,适当进行分层教学、因材施教,让教学更加科学有序,提高学生对待学习的信心。
——青岛(市南)海信学校 于雅静
教学应该说是一个充满艺术的过程,而这个过程除了老师自身的一些方法、经验、智慧外,在一定程度上,应当有正确的理论去指导,这样才能更好地促进教学。而《学与教的心理学》这本书恰好给了我们恰到好处的指导。
教与学是相互影响、相互促进的,是不可分离的共同体。老师如果想要学生有所收获,学有所进,就必须要了解学生的需求,站在学生的立场,也就是我们平时所说的“以学生为中心”。而这本书进一步地指出了“以学生为中心”并不是只是单纯地尊重学生,顺应学生,一切教给学生,而是应该综合考虑学生所处的认知水平、已有的知识技能、希望获得的思维能力等。只有综合考虑了这些,才能真正地让我们的教学教得有意义,学生的学习也才会真实的发生。
作为成长中的教师,不仅要在工作中善于发现、善于总结、善于尝试,更应该善于学习。学习专业知识,挖掘自身潜能,在阅读学习中不断提高,用丰富的理论指导自己的教育教学实践。
——青岛市莱芜一路小学 李晓
通过学习,我感受到本书实用性。因为,它很好地解释了心理学与教与学的关系。教学工作十余载,在摸索中探究实践,走入专业突破的瓶颈期和关键期。我想,教师掌握一定的心理学知识,和学习脑科学的研究,就如同陪伴和引导学生学习过程中的“两翼”,在“科学性”的引导下,明确学习真实发生的心理和生理过程,是为教师专业性的发展,突破瓶颈期和高原期,提供动力和方向。
书中阐明了学生的学习规律,提出系统的学习理论。难得的是在我们日常,甚至习以为常的课堂教学过程中,隐匿的大量教育心理学知识和原理。如“课堂问题行为预防与矫正”的一般流程,点的精准,目标的具体,强化工具和时间安排的合理,问题行为刺激的排除与强化的控制性和节奏型,良好行为取代的敏锐捕捉与引导,环环相扣,既是教育观又是方法论。
再比如学习动机对有意义学习所起的作用,伴随任务难度,呈现行为效果的管理规律,引发我们探索,小学语文课堂任务群的设计中,难度的关联,知识与能力的螺旋上升,与生活情境对接的熟悉度,小组合作的策略使用等,都可以让我们的课堂对不同学生的学习动机唤醒,持续性刺激,稳定性吸引,甚至走向自主和能动。
——青岛太平路小学 王冬宇
近期,我通读了皮连生先生的《学与教的心理学》,获益匪浅,这本书作为教师教育的公共心理学教材,我感觉主要有两大特点,一是逻辑清晰。采取以学校学习和教学中的心理学问题为基本线索,介绍和剖析学与教的重要方面和主要环节的心理学理论与应用,将普通心理学、儿童发展心理学、学科心理学和社会心理学等各学科融为了一体。二是主题明确。书中删去了与教育关系不大的内容,介绍了国内外学与教心理学研究的最新成就,内容具有相对突出的先进性。古人云“学⾼为师,⾝正为范”,作为教师我们既要保证自己有良好的⼼理素质和良好的品质,及时更新教育观念和提高教书育人的技能,也要充分了解学生发展的基本规律和个体差异,把握学生认知特征,促进整体发展。在今后的学习与⽣活中,我将尝试促进理论与⼯作实践相结合,提升自身运用心理学促进教学的水平。
——青岛南京路小学刘默晗
读书如同一次旅行,
分享正是美好的延续,
愿阅读可以继续见证属于教育的春暖花开
让阅读
静静地,静静地
撼动每一位老师的心灵
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","type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTU5NDgzODcyL2JiYmNjOTQ5NGM3ZTQ0OGNiMGIxNWQ4MzdhZDllNDQyX19qcGVnLmhlaWM=/nickname/5aau5aau5aau/userid/MTU5NDgzODcy/sign/3a2f2c117f94378de06e1b3178e6c4f7"},{"img_height":1170,"img_url":"https://ss-mpvolc.meipian.me/users/159483872/e82dd8a469c54842a9d7d374abfb3f7b__jpeg.heic","img_width":2532,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTU5NDgzODcyL2U4MmRkOGE0NjljNTQ4NDJhOWQ3ZDM3NGFiZmIzZjdiX19qcGVnLmhlaWM=/nickname/5aau5aau5aau/userid/MTU5NDgzODcy/sign/3a2f2c117f94378de06e1b3178e6c4f7"},{"img_height":1170,"img_url":"https://ss-mpvolc.meipian.me/users/159483872/fc3ac9ab644e45358599bdf6fc95d1a4__jpeg.heic","img_width":2532,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTU5NDgzODcyL2ZjM2FjOWFiNjQ0ZTQ1MzU4NTk5YmRmNmZjOTVkMWE0X19qcGVnLmhlaWM=/nickname/5aau5aau5aau/userid/MTU5NDgzODcy/sign/3a2f2c117f94378de06e1b3178e6c4f7"},{"img_height":1170,"img_url":"https://ss-mpvolc.meipian.me/users/159483872/324f6cba3a4e4b92bc8475dce0bb2135__jpeg.heic","img_width":2532,"source":0,"source_platform":"local","splicing_template_id":0,"text":"东营市胜利锦苑小学的于君老师围绕“学习动机”展开解析。在充分对学习动机进行概述的基础上,分别交流了学习动机激发的颞部和外部条件,结合自己的理解特别提到学习动机是学习行为发生和维持的内部动力,学生要有效长期的进行有意义学习,学习动机是必不可少的,应该充当“催化剂”而非“特效药”,一个生动鲜活的比喻将学习动机的作用解析的淋漓尽致。
","type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTU5NDgzODcyLzMyNGY2Y2JhM2E0ZTRiOTJiYzg0NzVkY2UwYmIyMTM1X19qcGVnLmhlaWM=/nickname/5aau5aau5aau/userid/MTU5NDgzODcy/sign/3a2f2c117f94378de06e1b3178e6c4f7"},{"img_height":1170,"img_url":"https://ss-mpvolc.meipian.me/users/159483872/002d908d4d1a44b0a72c772189783f92__jpeg.heic","img_width":2532,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTU5NDgzODcyLzAwMmQ5MDhkNGQxYTQ0YjBhNzJjNzcyMTg5NzgzZjkyX19qcGVnLmhlaWM=/nickname/5aau5aau5aau/userid/MTU5NDgzODcy/sign/3a2f2c117f94378de06e1b3178e6c4f7"},{"img_height":924,"img_url":"https://ss-mpvolc.meipian.me/users/159483872/a40f0167520d4166884e8f9a9092958c__png.heic","img_width":2000,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTU5NDgzODcyL2E0MGYwMTY3NTIwZDQxNjY4ODRlOGY5YTkwOTI5NThjX19wbmcuaGVpYw==/nickname/5aau5aau5aau/userid/MTU5NDgzODcy/sign/3a2f2c117f94378de06e1b3178e6c4f7"},{"img_height":1170,"img_url":"https://ss-mpvolc.meipian.me/users/159483872/418c4c13ac1d43329a8b65f89a61a953__jpeg.heic","img_width":2532,"source":0,"source_platform":"local","splicing_template_id":0,"text":"东营市利津县第二实验学校的王丽然老师就本册书第十三章“课堂管理”进行了交流阐述。教师、学生、课堂环境是影响课堂管理的三大要素。王老师借助图文和实践清晰的展开解读,课堂是学生学习和汲取知识的平台,促进和维持是课堂管理的两大功能。再次强调了教师作为重要协调力所应发挥的作用。
","type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTU5NDgzODcyLzQxOGM0YzEzYWMxZDQzMzI5YThiNjVmODlhNjFhOTUzX19qcGVnLmhlaWM=/nickname/5aau5aau5aau/userid/MTU5NDgzODcy/sign/3a2f2c117f94378de06e1b3178e6c4f7"},{"img_height":1170,"img_url":"https://ss-mpvolc.meipian.me/users/159483872/05108a70d94b428396f80e7eda92521b__jpeg.heic","img_width":2532,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTU5NDgzODcyLzA1MTA4YTcwZDk0YjQyODM5NmY4MGU3ZWRhOTI1MjFiX19qcGVnLmhlaWM=/nickname/5aau5aau5aau/userid/MTU5NDgzODcy/sign/3a2f2c117f94378de06e1b3178e6c4f7"},{"img_height":1170,"img_url":"https://ss-mpvolc.meipian.me/users/159483872/02d708d10fe44353b5ac876c82d3650d__jpeg.heic","img_width":2532,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTU5NDgzODcyLzAyZDcwOGQxMGZlNDQzNTNiNWFjODc2YzgyZDM2NTBkX19qcGVnLmhlaWM=/nickname/5aau5aau5aau/userid/MTU5NDgzODcy/sign/3a2f2c117f94378de06e1b3178e6c4f7"},{"source_platform":"local","subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":1,"text":"学思共悟","type":6},{"img_height":2000,"img_url":"https://ss-mpvolc.meipian.me/users/159483872/4b77edf510fd438d8eba58415d9fafd0__jpeg.heic","img_width":2666,"source":0,"source_platform":"local","splicing_template_id":0,"text":"青岛市小学语文特级教师工作坊的全体成员按时参加了此次读书分享活动,带着阅读思考,与每一位分享交流的老师展开线上思维碰撞,在群组内老师们积极参与讨论,学思结合、践悟同行,云端畅谈,获益匪浅。
","type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTU5NDgzODcyLzRiNzdlZGY1MTBmZDQzOGQ4ZWJhNTg0MTVkOWZhZmQwX19qcGVnLmhlaWM=/nickname/5aau5aau5aau/userid/MTU5NDgzODcy/sign/3a2f2c117f94378de06e1b3178e6c4f7"},{"img_height":2000,"img_url":"https://ss-mpvolc.meipian.me/users/159483872/2b6f927ffa3b43e9b5780446848804b3__jpeg.heic","img_width":2666,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTU5NDgzODcyLzJiNmY5MjdmZmEzYjQzZTliNTc4MDQ0Njg0ODgwNGIzX19qcGVnLmhlaWM=/nickname/5aau5aau5aau/userid/MTU5NDgzODcy/sign/3a2f2c117f94378de06e1b3178e6c4f7"},{"source_platform":"local","subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":1,"text":"阅读感悟","type":6},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"《学与教的心理学》很好地解释了心理学与教育的关系,将心理学知识转化为教师教学能力。它首先阐明学生的学习规律,提出系统的课堂学习理论;然后在学习论的基础上阐明教学的一般过程,包括教学目标的制定、学习任务的分析、教学方法的选择与应用、课堂管理、学生动机的激发、课堂纪律的维持以及教学结果的测量和评价。书中提到的很多的教学机制、教学理念,与我们的教育教学息息相关。教学是教与学的统一,只有老师和学生们的积极配合,才能达到教学的完美结合。教与学应是不分离的,它就是一个共同体,有助于我们更好地认清教学的实质。学会全面地去洞察一切,学会将教学置于“共同体”中,培养学生的思维能力、逻辑能力、表达能力、思辩能力、交际能力和创新精神则永远是教学最本质的核心。在学校,学习的不是死的知识,而是学习的能力,学习要伴随着人的一生,要学会学习。没有智慧,知识本身是没有用的。学习不仅是课堂中的事,要创造学习化的社会,我们应该学会在生活中学习,在学习中生活。
学习不仅要有明确的学习目标,而且需要建立灵敏,完善的反馈调节机制,通过对学习评价理论的学习,更新了评价观,评价决不仅仅是考试,老师的评语。同时也要重视自我评价,而它才是学习过程的出发点与归宿,只有更多地进行自我评价,才能形成自我意识,获得自我超越。
—— 合肥路小学曲健
再读《学与教的心理学》这本书,我又总结了一些心理依据和沟通教育方法,如:懂得如何去了解学生、了解学生的学习,有助于我们更好地认清教学的实质,学会全面地去洞察一切,可以合理科学地透过学生的不良行为看到他们问题背后真正的问题。
比如第七章态度和品德的学习,第三节良好态度与品德的培养——“以理服人与以情动人”告诉我们:说服的情感因素与理智因素对态度改变的影响还受学生成熟度的制约。如果教师期望低年级学生改变态度,富于情感色彩和引人入胜的说服内容容易发生影响。而期望高年级学生改变态度,说理充分,逻辑性强的说服内容有更大的影响力。对于一般的学生来说,说服开始时,加强情感感染会有助于引起学生的兴趣,然后再用充分的材料进行说理论证,会产生长期的说服效果。
因此,作为老师我们要积极分析和反思归纳总结日常教学的经验,更总要的是多读有关心理学原理的书籍,提高自己的专业知识水平,为高效教学提供理论支撑,为每一位孩子的可持续发展和人生幸福夯实基础。
——区实验小学赵赟伟
聆听名师分享,我也再次跟读《学与教的心理学》,最近无论是教师和学生身上都感受到了学习动力的缺失,学习激情的丧失,跟读时不禁翻到讲述“学习动机的激发和维持”这一章节,给我留下了颇深的印象。书中讲述我们唤醒学习动力的方式有以下几点:一、唤醒学习需求,激发求知欲;二、控制焦虑;三、正确认识学业的成败,建立积极的学习欲望。结合日常的课堂教学,我设想应从一下三个方面来激发学习的动力:一、创设任务情境,结合生活实践,让学生置身于特定的场景下解决问题。二、正确引导学生对待成绩的看法,提高学生对待学习的信心。三、创设轻松愉悦,同时积极上进的学习氛围,学有所获,学有所用。书中抛弃经验主义,让科学化的理性分析辅助教学,从心理学的角度探究问题的本真,作为一名语文教师抛弃一些感性,重视一点理性,让教学这一门严谨的、科学的学科,真正的有的放矢,有效实施。
——市实验小学李根
再读《学与教的心理学》,有感于其中所谈到的学习动机的激发。在日常教学中我们发现:存在不少的学生缺乏学习的动力以及兴趣,在课堂中并不能很好的集中注意力,作业也很马虎,甚至是出现课堂上疲倦瞌睡、躁动扰乱秩序的现象。这就应探讨学生学习动机不高的原因,是对自身自我定位过低,是教师对学生的评价、互动不足,还是家庭教育、社会环境的影响。学习动机和学习的关系是辩证的。学习能产生动机,而动机又推动了学习,二者相互关联。动机具有加强学习的作用。高动机水平的学生,其成就也高;反之,高成就水平也能导致高的动机水平。有些学习既不靠动机给予力量,也不靠内驱力的满足来加强。但是,要有效地进行长期的有意义学习,动机是绝对必要的。这就要求作为教师的我们去充分发掘孩子们的学习动机,也反思自己教学的设计及过程的实施,以及如何帮助学生自身维持较高的学习动机。
——青岛南京路小学 徐思思
《学与教的心理学》这本书是针对教师的教育,内容与教育工作者息息相关。整本书对学生、教师进行了深入的分析,从学习心理、教学心理、课堂管理等各方面对教师进行了指导。激发学生学习动机这一章节,更加深入的分析了学生的学习需要,帮助教师更好的在课堂上使用正确的教学方法来激发学生对学习的兴趣。
通过学习使我充分的认识到学生有学习兴趣才会有学习动机,因此我们在备教过程中,除了研究如何教授知识,培养能力,更多的是思考如何培养学生的学习兴趣。情境教学可以让学习任务与现实生活中发生的问题融合起来,可以激发学生的求知热情,培养学生的创新能力,引导学生自主探究问题,主动参与讨论;组织恰当的学习活动,引导学生扮演不可缺少的角色,帮助他们感受到到尊重和满足,进而增加学习的兴趣;对于成绩不良的学生,教师可以通过为他们选择难易适合的任务,让他们获得成功的体验,从而推动学习的进行。
——青岛地恩地希望小学 冷文凤
读完这本书后,我深深的体会到,教学是双方的,要想顺利的、圆满的完成教学任务,达到预期的效果,必须知道学生的心理教师的心理,处理好学与教的关系,科学管理构建智慧课堂。
从教师角度来说,教师本身必须应有良好的心理特征和较高的素质以及广博的专业知识。而这些并不是每一个人天生就有的,而是通过一个漫长的培养和成长过程所形成的。这也是我们读书活动的题中之义,以学促思、以读书促实践,这将是我今后所不断追求的。
从学生角度来说,学生本身的素质和心理发展特征更是千差万别,他们的成长过程中的认知发展过程也不相同,教师应该才能教好学生,应首先掌握学生的心理,激发和维持学生的学习动机,适当进行分层教学、因材施教,让教学更加科学有序,提高学生对待学习的信心。
——青岛(市南)海信学校 于雅静
教学应该说是一个充满艺术的过程,而这个过程除了老师自身的一些方法、经验、智慧外,在一定程度上,应当有正确的理论去指导,这样才能更好地促进教学。而《学与教的心理学》这本书恰好给了我们恰到好处的指导。
教与学是相互影响、相互促进的,是不可分离的共同体。老师如果想要学生有所收获,学有所进,就必须要了解学生的需求,站在学生的立场,也就是我们平时所说的“以学生为中心”。而这本书进一步地指出了“以学生为中心”并不是只是单纯地尊重学生,顺应学生,一切教给学生,而是应该综合考虑学生所处的认知水平、已有的知识技能、希望获得的思维能力等。只有综合考虑了这些,才能真正地让我们的教学教得有意义,学生的学习也才会真实的发生。
作为成长中的教师,不仅要在工作中善于发现、善于总结、善于尝试,更应该善于学习。学习专业知识,挖掘自身潜能,在阅读学习中不断提高,用丰富的理论指导自己的教育教学实践。
——青岛市莱芜一路小学 李晓
通过学习,我感受到本书实用性。因为,它很好地解释了心理学与教与学的关系。教学工作十余载,在摸索中探究实践,走入专业突破的瓶颈期和关键期。我想,教师掌握一定的心理学知识,和学习脑科学的研究,就如同陪伴和引导学生学习过程中的“两翼”,在“科学性”的引导下,明确学习真实发生的心理和生理过程,是为教师专业性的发展,突破瓶颈期和高原期,提供动力和方向。
书中阐明了学生的学习规律,提出系统的学习理论。难得的是在我们日常,甚至习以为常的课堂教学过程中,隐匿的大量教育心理学知识和原理。如“课堂问题行为预防与矫正”的一般流程,点的精准,目标的具体,强化工具和时间安排的合理,问题行为刺激的排除与强化的控制性和节奏型,良好行为取代的敏锐捕捉与引导,环环相扣,既是教育观又是方法论。
再比如学习动机对有意义学习所起的作用,伴随任务难度,呈现行为效果的管理规律,引发我们探索,小学语文课堂任务群的设计中,难度的关联,知识与能力的螺旋上升,与生活情境对接的熟悉度,小组合作的策略使用等,都可以让我们的课堂对不同学生的学习动机唤醒,持续性刺激,稳定性吸引,甚至走向自主和能动。
——青岛太平路小学 王冬宇
近期,我通读了皮连生先生的《学与教的心理学》,获益匪浅,这本书作为教师教育的公共心理学教材,我感觉主要有两大特点,一是逻辑清晰。采取以学校学习和教学中的心理学问题为基本线索,介绍和剖析学与教的重要方面和主要环节的心理学理论与应用,将普通心理学、儿童发展心理学、学科心理学和社会心理学等各学科融为了一体。二是主题明确。书中删去了与教育关系不大的内容,介绍了国内外学与教心理学研究的最新成就,内容具有相对突出的先进性。古人云“学⾼为师,⾝正为范”,作为教师我们既要保证自己有良好的⼼理素质和良好的品质,及时更新教育观念和提高教书育人的技能,也要充分了解学生发展的基本规律和个体差异,把握学生认知特征,促进整体发展。在今后的学习与⽣活中,我将尝试促进理论与⼯作实践相结合,提升自身运用心理学促进教学的水平。
——青岛南京路小学刘默晗
读书如同一次旅行,
分享正是美好的延续,
愿阅读可以继续见证属于教育的春暖花开
让阅读
静静地,静静地
撼动每一位老师的心灵
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