chapter1幼教理论.ppt

Educational psychology 赵玉芳 Chapter One Becoming an Expert TeacherBecoming an Expert Student The teacher... What does it mean to be an expert teacher? What are the ingredients（factors） a person needs to maximize the likelihood of becoming an expert teacher? What is the best way to gain teaching expertise? The student What does it mean to be an expert student? How can you be an expert student today, as you read this and other textbooks and prepare for classes? What is involved in becoming an expert student, and how can you help every student you teach become an expert learner? The Triarchic Approach Throughout this book a triarchic approach will be used to help learn and appreciate the material. 一、what is an expert teacher You may consider in two important ways: (1) how an expert teacher differ from non-expert; (2)how people view expertise in daily life, for example, how can an expert teacher motivate students when they don’t like their school? (一) expert teachers have expert knowledge 1. types of expert knowledge (1)content knowledge: knowledge of the subject matter to be taught. such as maths, Acquire from taking content-based courses and from experiences outside of school(such as talking about some issue of the course with others outside school) (2)pedagogical (教育学的，教学法的)knowledge: knowledge of how to teach. Include: how to enhance student motivation how to manage groups of student in a classroom setting how to design and administer tests (3) pedagogical-content knowledge: knowledge of how to teach what is specific to what is being taught, such as knowledge of how to explain particular concepts (for example, negative numbers), how to demonstrate and explain procedures and methods how to correct students’ na?ve theories and misconceptions about subject matter 从知识的功用出发, 教师知识可以分为 学科知识, 即教师所具有的特定的学科知识; 条件性知识, 即教育学和心理学的知识; 实践性知识, 即关于课堂情境及与之相关的知识， 实践性知识 具有五个特点: 依赖内容和学生等具体的情境，带有情境性的特点； 经常用案例的形式来记忆； 是一种跨学科的综合知识； 是一种熟练后得以自动化的知识； 很多知识产生于教师个体的经验之上。 2. o