教学对象（本课程适合的专业和年级）：全校公共选修课程。 预备知识： 普通话、心理学、礼仪学知识。 课程的教育目标： 本课程着重介绍有声语言交流的基本理论、内容、方法和技巧等方面的知识， 旨在提高学生的语言交流技能，提高学生的素质和参与社会活动的技能

I.考查目标 教育学专业基础综合考试涵盖教育学原理、中外教育史、教育心理学和教育研究方法等学科基础课 程。要求考生系统掌握上述教育学学科的基本理论、基本知识和基本方法,能够运用所学的基本理论

Thorndike called the association between sense impressions and impulses to action a bond or a connection. This marked the first formal attempt to link sensory events to behavior. Earlier brands of associationism attempted to show how ideas became linked together; thus Thorndike's approach is quite different and can be regarded as the first modern theme, of learning. His emphasis

Learning is usually defined as a change in an individual caused by experience. Changes caused by development are not instances of learning. Neither are characteristics of individuals that are present at birth. However, human beings do so much learning from the day of their birth that learning and development are inseparably linked

A concept is a category under which specific elements may be grouped.e.g. a red ball, a red pencil, and a red chair are all instances of the simple concept “red”. An “even number” is defined as any integer（整数） that is divisible by two without a remainder, and that an “odd number” is one that is not evenly(均匀地） divisible by two

born in Berlin, Germany, in 1886 1903-1908, studied philosophy and psy. at the Uni.of Edinburgh in Scotland and Uni. of Berlin. 1910, went to work as assistants to Friedrich Schumann at the Psychological Institute in Frankfurt 1924, went to America and worked in Connel Uni., Wisconsin Uni. And Smith College till his death. Koffka introduced it to the United States and systematized Gestalt psychology into a coherent body of theories

Defining Declarative Knowledge: (labels, names, facts, lists). Declarative knowledge is often associated with rote memory. It is the substance with which we think. It is often associated with the knowledge and comprehension level of Bloom's taxonomy. Examples of Declarative Knowledge: Often within your instructional design there are terms that your learners need to know and understand in order to more effectively communicate or proceed through

Constructivism are based on the idea that, unlike a computer disk or an empty container, students do not wait passively to be filled up with knowledge. Rather, students actively build, or construct, their own knowledge.Teachers cannot entirely control their students’ learning, expert teachers can do much to facilitate students’ own active learning processes. (Cobb,2000)

本章主要概念： 记忆：是过去经历过的事物在人脑中的反映。 表象：是在头脑中出现的感知过的事物的形象。 遗忘：是对识记的材料不能再认或回忆，或再认和回忆时发生错误。用信息加工的观

想象：是人脑对已储存的表象进行加工改造，创造出新形象的过程。 再造想象：是根据言语的描述或图形的示意，在头脑中形成相应的新形象的过程。 创造想象：是在创造活动中，根据一定的目的、任务，在人脑中独立地创造新形象的心理过程。 思维：是人脑对客观事物本质特征和内在规律性联系的间接的概括的反映