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自考《教育心理学》02111 历年试题与答案 (2)

自考《教育心理学》02111 历年试题与答案 (2)
自考《教育心理学》02111 历年试题与答案 (2)

2001年自学考“教育心理学”02111试题(有答案)

一、单项选择题:

1. 强调“先行组织者”的教学模式是(奥苏贝尔的讲解式教学模式)。

A. 布鲁纳的发现式教学模式

B. 布鲁姆的掌握学习教学模式

C. 奥苏贝尔的讲解式教学模式

D. 凯勒计划

2. 矫正来自同伴支持的问题行为的最佳方式是实施(团体相倚管理)。

A. 代币制经济

B. 家庭强化

C. 团体相倚管理

D. 个体相依管理

3. 如果受测者在多次进行某种测试时,所得测试分数几乎相同,说明测试(信度)高。

A. 效度

B. 信度

C. 区分度

D. 难度

4. 将每个学生的学习成绩与整个学习团体的平均成绩相比较,来确定每个学生在团体中的相对位置,属(常模参照测试)。

A. 常模参照测试

B. 标准参照测试

C. 学绩测试

D. 教师自编学绩测试

5. “智力活动按阶段形成的理论”最早是由谁提出的(加里培林)。

A. 布鲁纳

B. 乔姆斯基

C. 加里培林

D. 巴甫洛夫

6. 客体永存的概念是在(感觉运动)阶段建立的。

A. 感觉运动

B. 前运算

C. 具体运算

D. 形式运算

7. 埃里克森认识,小学儿童所面临的心理社会危机主要是(勤奋对自卑)。

A. 主动对内疚

B. 主动对怀疑

C. 勤奋对自卑

D. 同一性对同一性混乱

8. “五短教学法”是有(赫尔巴特)。提出的。

A. 夸美纽斯

B. 裴斯塔洛奇

C. 赫尔巴特

D. 乌申斯基

9. 在观察学习中,只要观察者看到榜样的行为受到了强化,则等于观察者受到了间接强化,因而也能对观察者的模仿起到动机激励作用,此为(替代强化)。

A. 内部强化

B. 外部强化

C. 自我强化

D. 替代强化

10. 在真实的教学情境中进行,研究持续时间较长,目的在于评价某种教学程序或其它教育措施的效果,这种研究方法是(随机化现场实验)。

A. 实验室实验

B. 随机化现场实验

C. 单一个案研究

D. 描述性研究

二多项选择题:

1. 强调学习是在情境与反应之间建立直接联系的心理学家有(桑代克、斯金纳)。

A. 桑代克

B. 斯金纳

C. 托尔曼

D. 加涅

2. 教师在对学生实施奖励时,应该(对学生的努力和进步进行奖励、帮助学生作努力定向的归因)。

A. 完全依据分数的高低进行奖励

B. 注意创造一种相互竞争的学习氛围

C. 对学生的努力和进步进行奖励

D. 帮助学生作努力定向的归因

3. 阅读技能是一种(心智技能、智力技能)。

A. 操作技能

B. 动作技能

C. 心智技能

D. 智力技能

4. 学习迁移的形式训练说认为(迁移是自动发生的、训练内容无关紧要、迁移取决于官能训练的程度)。

A. 迁移是自动发生的

B. 共同要素越多,越易迁移

C. 训练内容无关紧要

D. 迁移取决于官能训练的程度

5. 增强学生学习的内部动机的方法有(运用各种方法唤醒学生的求知欲、满足学生的缺乏需要、借助各种有趣的教学方式呈现知识)。

A. 正确运用奖励与惩罚

B. 运用各种方法唤醒学生的求知欲

C. 满足学生的缺乏需要

D. 借助各种有趣的教学方式呈现知识

三填空题:

1. 格士塔心理学派认为,学习是通过(顿悟)过程实现的。

2. “个人中心疗法”是由人本主义心理学家(罗杰斯)提出的。

3. 对教学进行总体规划,以制定教学体系的远景蓝图的过程,即为教学的(宏观)。

4. 与传统的看法不同,现在越来越多的人认为不应把课堂管理的重点放在问题行为的矫正上。而应放在问题行为的(预防)上。

5. 阿特金森认为,当个体面临某一成就情境时,会有两种性质相反的动机同时产生,即除了产生追求成功的动机以外,还产生一种(避免失败)的动机。

6. 马斯洛认为,在人的一切需要中,(生理)需要是最基本的需要。

7. 奥斯古德在终结大量对偶然联想学习迁移的基础上,提出了(三维)迁移模式。

8. 科尔伯格认为,9-20岁的青少年典型的道德发展水平是(同一性对自我同一性混乱)水平。

9. 有预习,提问,阅读,思考,背诵和复习六个步骤所构成的学习策略,简称()。

10. 条件反射现象是由俄国著名的生理学家(PQ4R技术)最先发现并予以实现研究的。

四判断题(该题型已取消)

五名词解释:

1. 印刻:劳伦兹在对幼小动物的依恋行为进行研究时发现,刚刚会走的幼小动物倾向于追随它在出生后看到的第一个活动的客体并很快与之建立很难改变的依变关系,这种现象,劳伦兹称为“印刻”。

2. 高原期:在技能形成的中、后期,练习的进步常常出现停滞,不再继续上升而保持在一定水平。有时甚至稍有下降,即出现了“高原期”。

3. 上位学习:又称归总学习,即把认知结构中已有的概括性较低的下位概念或命题归入新获得的上位概念或命题中去从而使新知识总括已有知识。

4. 叶克斯——多德森定律:动机过强时效率反而下降,只有保持中等强度的动机水平,学习效率才最高。

六简答题:

1. 简述科尔伯格道德发展阶段论的三水平,六阶段。

答:科尔伯格提出人们道德判断的发展共经历三个水平、六个阶段:(1)前世俗水平(9岁以前):阶段1.惩罚与服从阶段;阶段2.工具性的相对主义定向阶段;(2)世俗水平(9-20岁):阶段3.好孩子定向阶段;阶段4.法律与秩序的定向阶段;(3)后世俗水平(20岁以后):阶段5.社会契约定向阶段;阶段6.普遍的伦理原则定向阶段。

2. 比较刺激泛化与刺激分化的特点及作用。

答:在巴甫洛夫的实验中,当狗学会对一个高音产生唾液分泌反应以后,一个稍低一点的音调也会诱发它的唾液分泌反应,这种CR自动扩展到CS以外的其他刺激上的现象,叫做刺激泛化;通过选择性强化和消退使有机体学会对CS和与CS相类似的刺激做出不同反应的过程,称为刺激分化。刺激泛化和刺激分化是互补过程。借助于刺激泛化可以将学习扩展到原初的特定刺激以外,而借助于刺激分化则可以针对不同的情境做出不同的恰当反应,从而避免盲目泛化。

3. 什么是团体相依管理?实施团体相依管理的主要特点是什么?

答:团体相倚管理就是在课堂管理中,把强化物与学生团体的行为表现联系起来,针对学生团体的行为表现来决定是否实施强化物,这种特殊的行为矫正技术即为团体相倚管理。其特点在于:(1)易于实施:由于课堂上所有学生的行为很难完全一致,因此,如果针对每个学生的行为表现,分别对其实施强化程序,则会非常麻烦和不方便;(2)有利于矫正来自同伴支持的问题行为:这种管理方法有助于团体成员之间互相鼓励,向着共同的目标去努力。

七论述题:

1. 论述西方教育心理学中联结派与认知派相互对立的主要表现。

答:认知派和联结派在理论上的对立表现有:(1)否认刺激与反应之间的联系是直接的,认为行为受意识的支配,以意识为中介;(2)主张学习的实质在于主动构造完形或形成认知结构,而不是被动地形成S-R联结;(3)在学习问题的研究方向上,主张对学习的内部过程和内在条件进行探讨。

2.为了尽可能减少问题行为对课堂教学的影响,教师可采取哪些具体方法来处理课堂上出现的问题行为?请举例说明。(举例略,任意举例就行)

答:为了尽可能减少问题行为对课堂教学的影响,教师可采的具体方法有:(1)非言语线索:许多课堂上的问题行为是可以通过非言语线索,在不削弱课堂教学力度的情况下加以制止的;(2)表扬问题学生的正确行为:减少课堂上问题行为的一个有效方法就是表扬与该问题行为不相容的正确行为(很好举例);(3)表扬其他学生:为了使问题学生自觉改正自己的问题行为,教师还可以通过表扬其他学生,来为问题学生做榜样,由此督促问题学生矫正自己的问题行为;(4)简单言语提示:当教师的非言语线索对制止学生的问题行为不起作用时,教师可采取简单言语提示的办法,直接告诉学生应该怎样做、不该怎样做;(5)重复言语提示:教师要确定他想要学生做什么,并把它清楚地告诉学生,然后反复阐明这一思想,直到学生按要求做为止;(6)最后的抉择:这是教师让学生自己作抉择——或者按教师的要求去做,或者接受处罚。通常,教师只在极少数情况下才使用上述方法。(举例略,任意举例就行)。

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置上将答案选项涂黑。 Using Music to Change Your Mood Everyone knows that listening to music when feeling bad can provide a relief. Music can also reduce stress, make depression more bearable and help you relax. All the benefits of music can only be got if the listener enjoys the music he is listening to. If the listener dislikes the music or finds it boring, it will have a negative effect on him instead of a positive one. Now let’s examine what most of us do when it comes to listening to music. We usually just listen to a play list and allow a program to randomly (任意地)select the songs we are going to listen to. This is where the problem lies. What if you liked the first song but found the second one boring? What if the third one was a motivating song while the fourth didn’t suit your emotions? What do you think the result will be? What you’ll have is an emotional mess! The first song will lift your mood a little. The second will make you a little bored. The third will motivate you and then the fourth will put you down. In the end you’ll end up feeling worse than before. I strongly recommend dividing your play list into different small lists. For example, a list for relaxation, a list for motivation and so on. Another very important thing you must do is to get rid of the old music that you are bored of. Besides, don’t listen to songs with negative words or messages. The music you listen to can delay your recovery from breakups(分手)by months and months! People who listen to romantic songs after breakups recover 10 times slower than those who don’t. So be careful with your play list if you want to recover faster. 1.Music is believed to have a comforting effect. A.True B. False C. Not Given 2.One can benefit from all kinds of music. A.True B. False C. Not Given 3.People tend to listen to music selectively. A.True B. False C. Not Given 4. People generally prefer motivating songs. A.True B. False C. Not Given 5. You should listen to songs that suit your emotions. A.True B. False C. Not Given 6. It’s advisable to have different lists of songs. A.True B. False C. Not Given 7. You should remove all of the old music from your list. A.True B. False C. Not Given 8. People should listen to songs with positive words. A.True B. False C. Not Given

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