自考《学习心理辅导》模拟试题及答案

《学习心理辅导》模拟试题（一）

一、名词解释

1.代币制：当个体的目标行为出现时，给予一种“标记”或代币，去换取种种优待，作为强化目标行为的强化物，以改进个体行为。

2.同化与顺应：

当个体面临刺激情境或问题情境时，就会将新事物与原有图式核对，并企图将遇到的新经验，纳入其原有经验的框架之内，这就是同化。

如果原有图式不能吸收、同化新经验时，就会造成认知结构的失衡，为了保持平衡，个体就必须改变或扩大原有图式，以适应新情境，这就是顺应。

3.先行组织者：是奥苏伯尔的一个重要概念。先行组织者从“组织者”一词演化而来，它是促进学习和防止干扰的一种教学策略，是引用适当相关的和包摄性较广的、最清晰和最稳定的引导性材料，这种引导性材料就是所谓的组织者。由于这些组织者通常是在呈现教学内容之前介绍的，目的在于用它们来帮助确立有意义学习的心向，因此又被称为先行组织者。

4.产生式系统：信息加工论者认为，程序性知识可以用产生式系统来表征。产生式系统是一边串的“条件——作用”网络，它以“如果——那么”方式陈述。“如果”指一个目标或预期，“那么”指一个动作。

5.学习动机：激发个体进行学习活动，维持已引起的学习活动，并导致行为朝向一定的学习目标的一种内在过程或内部心理状态。

6.归因：个体对自己或他人行动结果的原因知觉或判断。

7.元认知策略：亦称为自我调控策略，主要是指学习者对其使用的基本的或支持性学习策略的监控、评价与调节。

二、单项选择题

1.中小学生最为突出的问题是（C）

A、学生失败

B、恐学症

C、厌学

D、学习焦虑

2.采用漠视，不理睬等方法来减少和消除个体不良行为的方法是（C）

A、正强化法

B、负强化法

C、消退法

D、代印制

3.提出发现学习的心理学家是（C）

A、苛勒

B、皮亚杰

C、布鲁纳

D、奥苏伯尔

4.产生式系统是（C）的表征

A、命题

B、陈述性知识

C、程序性知识

5.威特罗克学习模式中一个最重要的成分是（A）

A、生成

B、动机

C、注意

D、先前的知识、知觉

6.为了获得优秀成绩，考入重点中学等而努力学习属于（A）

A、外在动机

B、内在动机

C、普遍型学习动机

7.（B）是乌斯洛动机理论的中心思想

A、基本要求

B、极为困难的

C、难度适中的

9.划出课文重点，记笔记，集中注意等属于（B）

A、基本学习策略

B、支持性学习策略

C、自我调控策略

10.充分利用学生头脑中生动而鲜明的形象来帮助记忆，这是使用了（C）

A、组织策略

B、精细策略

C、复述策略

三、填空题

1.人生发展的四大支柱是学会求知、学会做事、学会共同生活、学会生存。

2.桑代克在尝试错误学习中总结出效果律、练习律、准备律三条规律。

3.美国心理学家布鲁纳认为，儿童认知发展的三个分阶段是动作表征、映象表征、符号表征。

4.强化是操作性条件学习的重要概念，有正强化和负强化之分。

5.信息加工理论的基本假设，是把人的认知过程，看成计算机式的信息加工过程。

6.陈述性知识表示事实性知识，回答“XX是什么”的问题。程序性知识含有概念、规律和规则系统。

7.奥苏伯尔认为学校情境中的成就动机，至少应包括认知内驱力、自我提高内驱力、附属内驱力三种内驱力成分。

8.阿特金森认为，人的成就动机具有两种不同的倾向，一种是力求成功的倾向，另一种是避免失败的倾向。

9.激发内部动机的方法有归因训练、自信心训练和角色转换。

10.学习策略的特点有主观能动性、有效性、过程性、通用性。

四、简答题

1.终身教育有哪些重要意义？

1.终身教育可以满足人生各个阶段的需要。

2.终身教育有利于个性的发展。

3.终身教育促进学校教育的变革。

2.布鲁纳强调发现学习有助于培养学生哪些方面良好的学习心理品德？

1.有助于开发利用学习者的潜能。

2.有利于调动学习者的内部动机。

3.有利于学习者学会探索的方法。

4.有利于记忆保持。

3.简述信息加工学习论在教育上的启示？

1适时记忆怕容量有限，如果一味要求学生在短时间内掌握大量的信息，不给他们留有加工或思考的余地，结果会适得其反。2根据组块的概念，为了使学生在适时间内学习更多的知识，必须把知识组织成有意义的组块，减少机械学习。3信息编码不仅有利于学生的理解，也有助于贮存和提取。

4.有效奖赏应遵循哪些原则？

A、淡化奖赏的外部控制作用

B、奖赏要与学生实际付出的努力相一致

C、应建立一套明确的奖励办法

D、奖励方式要适应学生的年龄特征

D、奖励要以精神奖励为主，物质奖励为辅

5.如何训练学生的自信心？

关键就在于培养学生积极的能力概念。

（1）让学生获得成功的体验

（2）引导学生坦然面对失败

（3）鼓励学生接受挑战性任务

五、论述题

1.学业成功与失败是学生学习中经常遇到的，联系实际谈谈怎样对学生进行成就归因训练。

2.试述帮助学生掌握自我调控策略的重要方法。

自我调控策略是指学习者在学习过程中，如何有意识地，系统地监测、评估、调节自己的思维、就知、情绪动机与行为，以达到其目标的心理活动。

（二）领会

1.影响自我调控的因素：个人因素，行为因素，环境因素。

根据班杜拉的三元交互作用理论，学习者自我调控策略受个人、行为、环境三因素交互作用影响。其中个人因素包括自我功效感、动机、归因倾向和认知风格等。行为因素包括自我观察、自我判断和自我反应。环境因素包括模仿、言语指导、社会帮助和环境结构。

2.自我调控策略的主要方法与步骤

（1）齐姆曼自我调控十四法

（2）出声思维法

（3）直接指导法

（4）规程化训练

（5）范例

《学习心理辅导》模拟试题（二）

一、解释概念：

1.问题解决：安德森将问题解决定义为：任何受目标指引的认知性操作序列。

2.解码：所谓解码是指阅读者译解印刷符号的过程。解码有两种方法，全词法和语音法。

3.阅读理解：阅读理解是指为了一个特殊目的使用信息和知晓印刷符号意义的过程。成功的理解需要理解概念，基本技能自动化水平和有效使用策略。

4.SQ3R阅读法：鲁宾逊提出的一种著名阅读训练法。它包括浏览（survey）提问（question）细读（read）、背诵（recite）和复习（review）五阶段。

5.DRTA阅读法：全称为“引导阅读与思考活动”（directed reading and thiming activity），包括三个步骤：预测、细读、验证。

6.学习障碍：学习障碍是指这样一个异质群体，这些人在获取和利用聆听、说话、阅读、书写、推理和数学能力方面，表现出显着的困难，这些异常起因于个人的内在因素，一般认为是中枢神经系统功能失调。（哈密尔的定义）

7.元认知：元认知亦称反省认知，是描述个人对自己认知过程中的自我意识和自我调节、监控的术语。

8.学习困难学生诊断：指通过对学习困难学生的具体表现和有关背景资料（个人、家庭和学校等）的分析与综合，判断其学习困难的特征、性质和原因。准确诊断的三项条件为：详尽的资料，可靠的测验工具，诊断者的鉴别和判断能力。

9.教师效能：指在教学过程中教师所表现的一切有助于学生学习的行为。教师效能的评估主要以学生的学习成绩为标准，若教师的行为能使学生成绩提高，就表明具有教师效能。

10.课堂教学心理环境：是指课堂中的人际关系与人际互动。具体地说包括课堂管理模式（教师的领导方式）、师生关系、班级气氛与班级目标等。

11.课堂管理模式：课堂是有教师、学生以及教学活动为中介构成的教学系统，教师是领导者、管理者。课堂管理模式主要体现在教师的领导方式上。勒温将之归纳概括为三种：民主型、专制型与权威型。

12.自我预言：是指人们对某些事物的期待或真实信念，将有可能导致这些期望成为现实。就是说一个人一旦形成了一种期待，他就会把这个信念当成真实的，从而朝着这个方向努力，并最终使信念变为现实。也称之为皮格马利翁效应。

13.课堂行为分析法：利用事先设计的课堂行为观察记录所获得的资料，可以分析学生如下行为：对教师讲课的反应、课堂作业时的反应、不安定的课堂表现、回答问题的表现，等等。教师要善于归类，找出症结所

在。

二、单项选择：

1.心理学家对问题的表述不尽相同，但大多数心理学家认为，问题应包含三种成分（A）

A、①给定②目标③障碍

B、①目标指向②操作序列③认知操作

C、①提出问题②问题分析③形成假设

2.最早用实验方法探讨问题解决过程的是（C）

A、苛勒

B、杜威

C、桑代克

3.伊耐特等人曾主张训练阅读者将课文内容转译成自己语言的（B）阅读方法。

A、SQ3R

B、REAP

C、DRTA

4.据研究发现，（C）是学习困难学生比较普遍的动机障碍。

A、焦虑

B、注意力缺损

C、习得性无能

5.按照德威克的成就目标理论，自弃性儿童与自主性儿童的动机模式差异主要体现在以下四个方面（B）

A、①抱负与志向②求知欲③好胜心④焦虑

B、①期望②信念③情绪④归因

C、①记忆②注意③问题解决④知识背景

三、填空题：

1.问题解决的策略是多种多样的，一般将总是解决策略分为算法和启发法两类。

2.信息加工论综合了桑代克的试误说和格式塔的顿悟说的观点，认为问题解决是对问题空间的探索，以建立一种与困难对应的心理模式。

3.解码有两种方法：全词法和语音法。

4.阅读解码模式有两种：一种叫自下而上加工，另一种叫自上而下加工。

5.社会适应不良行为有外部行为失调和内部情绪失调之分。

6.学习障碍鉴别的标准有：差距标准、排他标准和特殊教育标准。

7.学业不良学生的鉴别标准有智力标准、学业不良标准和学习过程表现异常标准。

8.数学习困难学生的特征是算术障碍与运算能力障碍。

9.影响学生学业成就的家庭教育因素很多，有人将其分为客观性变量和主观性变量两个方面。

10.大量研究表现学习困难学生在感觉记忆、短时记忆和长时记忆等系统存在不少障碍。

四、简答题：

1.专家与新手的差异

①专家比新手拥有的知识结构更有序，更丰富；②专家比新手在表征问题方面更为深入；③专家比新手采用的策略更为有效；④专家解决问题时更多的时间是用在分析与计划方案，而新手更多的时间是搜索记忆的信息与公式、尝试错误。

2.影响阅读心理的主要因素

A原有知识前景：学生原有知识是影响理解的重要因素。

B重要信息与不重要信息：阅读能否抓住文章中的重要信息，而忽略不重要信息，是一项重要的阅读理解技能。

C理解监控：理解监控是阅读中重要的元认知技能。

3.简述五步自学阅读法的基本步骤与要求

A、概览：先持文章的题目、大小标题，并问自己这样的问题：这篇文章讲什么：是不是值得我去读？

B、

初读，主要审查自己是否具备深入理解课文所必需的条件。C、细读，主要任务是保证自己能把课文的语句、段落前后联系起来思考，达到连贯理解水平。D、提要，防止自己在阅读时浅尝辄止和走马观花。D、检测，提醒自己：不要学完了就认为一切事情就完了，需要检测一下学习的效果，必要时再采取补救措施。

4.造成学习困难学生因素分析

不良的学习习惯、注意力缺损（生物与环境影响、神经功能失调、唤起缺陷）。

5.数学学习困难学生辅导的一般策略

①早期发现与早期干预；②进行有效的学习评估；③设计针对数学学习困难学生的课程；④结合实际，一题多解。

6.教师效能的主要表现

（1）教学时间分配：善用教学专用时间，掌握专心学习时间，提供课业学习时间；

（2）教学活动组织化；

（3）师生语言沟通：解说清楚明确，彻底理解教学内容；

（4）反馈的有效运用：口头反馈，文字反馈。

7.学习困难分类的意义

①提高教育干预的针对性和诊断的准确性；

②保证教育研究的科学性；

③分类才能更有效地诊断与干预。

8.学习困难分类的依据

从分类方法看，大约可以归为三种：

①经验描述：依据对学习困难学生的日常观察经验来划分类型；

②理论推断：依据一定的学科理论对学习困难学生类型进行归纳；

③多元统计分析：运用因素分析和聚类分析技术。

9.学习困难学生诊断的意义

①是制订教育对策的基础和前提。②科学诊断促进教育对策的不断完善。③诊断有矫治性意义，因为不是为了诊断而诊断。

五、论述题

1.认知加工特点中学习困难学生的特点。

从信息加工论的观点看，学生的学习过程实际上是个体对外来知识信息接收、编码、储存、提取以及运用的过程。学习困难学生在这一过程中则表现出较多的障碍，如注意、记忆、问题解决等，这便是他们内部的学习障碍。

①注意：学习困难的学生存在明显的注意缺陷，学习困难学生注意加工的缺陷，使他们在课堂学习中难以有效地接受知识，在对新知识加工的前期就产生了障碍，又由于在认知加工的整个过程中始终需要注意的参与，所以注意的缺陷也直接影响他们在信息加工过程中的效果与质量。

②记忆：大量研究表明学习困难学生在感觉记忆、短时记忆和长时记忆等系统存在不少障碍。A、感觉记忆中信息编码、提取的速度较慢。许多学者认为学习困难学生从感觉记忆中提取信息不够迅速可能与注意缺陷有关。B、短时记忆中复述频率与复述策略水平低，适时记忆容量低。C、长时记忆中语义记忆编码困难。影响他们有序地组织知识、保持知识、提取知识。也影响他们理解知识以及运用知识解决问题。

③问题解决：确定问题的能力差，他们往往不知道要解决的是什么问题，不能有效地计划、监控解决步骤以达到目标，不能灵活地选择相应的策略，也很少有运用策略的意识。

④知识背景：学习困难学生知识背景的主要特点是：知识背景贫乏、知识结构紊乱。知识背景贫乏使他们

对外来信息加工、分类显得困难，也不利于他们在回忆时激活长时记忆的概念图式。知识背景组织结构紊乱也会影响编码和提取，不少研究表明知识背景对阅读理解有重要影响。

⑤元认知能力差。元认知亦称反省认知，是描述个人对自己认知过程中的自我意识和自我调节、监控的术语。对学习困难学生元认知发展的研究资料表明，他们严重缺乏有关的策略知识和自我调节的知识与技能。

2.学习困难学生情绪与动机的特点。

学生的学习需要全部心理活动的积极参与，除了认知能力，还需要情感、意志、求知欲、动机等情意因素的参与。学习困难学生同一般学生相比，他们存在更多的情意障碍，诸如成就期望很低，学习上缺乏胜任感，自卑自弃，懒散成性，畏学、厌学及至逃学等。

①一般情意特点：学习困难学生在抱负、求知欲、好胜心、坚持性情意因素上与学习优、中等生存在非常显著的差异。学习困难学生的动力障碍是一个十分普遍而又突出的问题。A、抱负与志向水平低，影响他们学习的积极性和自信心。B、求知欲水平总体上低于学习优、中等生。这种差异集中体现在对课堂学习任务的喜好上，在其他趣味性较强的学习活动上不乏喜好。C、好胜心：在学习上的竞争性，学习困难学生远远低于学习优等生；在非学业性的活动中的竞争性，学习困难学生与学习优、中等生无显著差异。D、焦虑：学习困难学生焦虑水平偏高，更多的原因是外部压力，其中害怕家长惩罚、教师批评是主要原因。

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3.教师期望实现的步骤。

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2018年10月自考英语二真题及答案

2018年10月高等教育自学考试全国统一命题考试 英语(二) 试卷 (课程代码00015) 本试卷共8页。满分l00分，考试时间l50分钟。 考生答题注意事项： 1.本卷所有试题必须在答题卡上作答。答在试卷上无效，试卷空白处和背面均可作草稿纸。 2.第一、二部分在“选择题答题区”作答。必须对应试卷上的题号使用2B铅笔将“答题卡的相应代码涂黑。 3.第三一七部分在“非选择题答题区”作答。必须注明大、小题号，使用0．5毫米黑色字迹签字笔作答。 4．合理安排答题空间，超出答题区域无效。 第一部分：阅读判断(第l～l0题，每题l分，共10分) 下面的短文后列出了10个句子，请根据短文的内容对每个句子作出判断：如果该句提供的是正确信息，选择A；如果该旬提供的是错误信息，选择B；如果该句的信息文中没有提及，选择C。在答题卡相应位置上将答案选项涂黑。

第二部分：阅渎选择(第11～15题，每题2分，共l0分) 阅渎下面短文，请从短文后所给各题的4个选项(A、B、C、D)中选出1个最佳 选项，并在答题卡相应位置上将该项涂黑。

第三部分：概括段落大意和补全句子(第16～25题，每题l分，共10分) 阅读下面短文，请完成短文后的2项测试任务：(1)从第l6～20题后所给的6个选项中为第1～5段每段选择1个正确的小标题；(2)从第21～25题后所给的6个选项中选择5个正确选项，分别完成每个句子。请将正确选项的字母写在答题卡上。

第四部分：填句补文(第26～30题，每题2分，共10分) 下面的短文有5处空自，短文后有6个句子，其中5个取自短文，请根据短文内容 将其分别放回原有位置，以恢复文章原貌，请将正确选项的字母写在答题卡上。

自考《英语二》模拟试题四

2014年自考《英语(二)》模拟试题四 第一部分：阅读判断 (第1～10题。每题1分.共10分)下面的短文后列出了10个句子。请根据短文的内容对每个句子作出判断：如果该句提供的是正确信息，选择A;如果该旬提供的是错误信息，选择B;如果该旬的信息文中没有提及。选择C。 回答1-10题 The First Settlement in North America It is very difficult to say just when colonization began. The first hundred years after Christopher Columbus’s journey of discovery in 1492 did not produce any settlement on the North America continent but rather some Spanish trading posts further south, a great interest in gold and adventure and some colorful crimes in which the English had their part. John Cabot, originally from Genoa but a citizen of Venice was established as a trader in Bristol, England, when he made a journey in 1497. But his ship, the Matthew, with its crew of eighteen, did no more than see an island(probably off the New England coast) and return home. He and his son made further voyages across the north Atlantic which enabled the English crown to claim a "legal" title to North America. But for a long time afterwards the Europeans’interest in America was mainly corffined to the Spanish activities further south.