Publishing 2. Robert J. sternberg Wendy M. Williams. Educational Psychology. 2002. 3.Jeanne Ellis Ormrod. Educational Psychology: Developing Learner. 2003 莫雷,《教育心理学》,广东高教出版社,2002 授课类型(请打√):理论课口√讨论课口实验课口练习课口双语课程口√其他口 教学过程设计(请打√):复习口授新课口√安排讨论口√布置作业口课外教学口 教学方式(请打√):讲授口√讨论口√示教口指导口其他口 教学资源(请打√):多媒体口√模型口实物口挂图口音像口其他口 填表说明:1、每项页面大小可自行添减;2、教案要有电子版本 教育心理学课程教案 授课题目(教学章、节或主题) 教学器材电脑、多媒体 与工具 Chapter 11 Personality and Learning 授课时间第18周周四第1-3节 教学目的、要求(分掌握、熟悉、了解三个层次): Mastering the definition of self- concept, the relationship between self-concept and learning, mastering the definition of attribution, locus of oontrol, the effects of attribution and loas of oontrol on learning mastering the definition of anxiety, the effect of anxiety on learning. Understanding what are correct attribution styles, how to overcome anxiety. Knowing the theoretical modes about 教学内容(包括基本内容、重点、难点)与教法: The basic contents in this chapter include the theoretical modes about self-concept, he definition of self-concept, the relationship between self-concept a ning, the definition of attribution, locus of oontrol, the effects of attribution and locus of control on learning the definition of anxiety, the effect of anxiety on learning. Understanding what are correct attribution styles, how to overcome anxiety. The emphases in this chapter are the relationships between self-concept and learning, the effects of attribution styles on learning the effect of anxiety on learning. The difficulties are how to cultvate appropriate attribution styles, how to regulate students anxiety level to meet the needs of learning The teaching methods are expository and discussion. 讨论、思考题、作业: 1. Analyze the relationships between self-concept and learning 2. How to train students to make correct attribution? 3. How to overcome students over high anxiety in learning?Publishing 2.Robert J. Sternberg, Wendy M. Williams. Educational Psychology. 2002. 3.Jeanne Ellis Ormrod. Educational Psychology: Developing Learner. 2003. 4. 莫雷，《教育心理学》，广东高教出版社，2002 授课类型（请打√）：理论课□ √ 讨论课口 实验课口 练习课口 双语课程口√ 其他口 教学过程设计（请打√）：复习□ 授新课□√ 安排讨论口 √ 布置作业口 课外教学口 教学方式（请打√）：讲授□√ 讨论口 √ 示教口 指导口 其他口 教学资源（请打√）：多媒体□√ 模型口 实物口 挂图口 音像口 其他口 填表说明：1、每项页面大小可自行添减；2、教案要有电子版本。 教育心理学 课程教案 授课题目（教学章、节或主题）： Chapter 11 Personality and Learning 教学器材 与工具 电脑、多媒体 授课时间 第 18 周周四第 1－3 节 教学目的、要求（分掌握、熟悉、了解三个层次）： Mastering the definition of self-concept, the relationship between self-concept and learning, mastering the definition of attribution, locus of control, the effects of attribution and locus of control on learning, mastering the definition of anxiety, the effect of anxiety on learning. Understanding what are correct attribution styles, how to overcome anxiety. Knowing the theoretical modes about self-concept. 教学内容（包括基本内容、重点、难点）与教法： The basic contents in this chapter include the theoretical modes about self-concept, he definition of self-concept, the relationship between self-concept and learning, the definition of attribution, locus of control, the effects of attribution and locus of control on learning, the definition of anxiety, the effect of anxiety on learning. Understanding what are correct attribution styles, how to overcome anxiety. The emphases in this chapter are the relationships between self-concept and learning, the effects of attribution styles on learning, the effect of anxiety on learning. The difficulties are how to cultivate appropriate attribution styles, how to regulate students’ anxiety level to meet the needs of learning. The teaching methods are expository and discussion. 讨论、思考题、作业： 1. Analyze the relationships between self-concept and learning. 2. How to train students to make correct attribution? 3. How to overcome students’ over high anxiety in learning?