语言教师心理学学生用稿（广西师大--周晓玲）VIP免费

PsychologyforLanguageTeachersZhouXiaoling12012.8ContentChapterOneIntroductiontoEducationalPsychology1.1Behaviorism1.2CognitivePsychology1.2.1InformationProcessing1.2.2Memory1.2.3Constructivism1.3SocialInteractionism1.4ASocialConstructivistModelChapterTwoWhatDoTeachersBringtotheTeaching-learningProcess?2.1StudiesinEffectiveTeaching2.2AConstructivistViewofEducation2.3AConstructivistViewofTeaching2.4TeacherasReflectivePractitioner2.5Teachers’BeliefsChapterThreeWhatCanTeachersdotoPromoteLearning?23.1Feuerstein’sTheoryofMediation3.2KeyFeaturesofMediation3.3ApplicationofMediationTheory3.4InvestingMediationinLanguageClassroomChapterFourContributionoftheIndividualStudenttotheLearningProcess4.1SomeProblemswiththeNotionofIndividualDifferences4.1.1ResearchMethodologyofIndividualDifferences4.1.2SelectionofIndividualCharacteristics4.2TheDevelopmentandImportanceofSelf-concept4.3LocusofControl4.4AttributionTheoryChapterFiveWhatMakesaPersonWanttoLearn?MotivationinLanguageLearning5.1EarlyPsychologicalViewsonMotivation5.1.1AchievementMotivation5.1.2OptimalArousal5.2MotivationinForeignandSecondLanguageLearning5.3AProposedDefinitionofMotivation5.4AModelofMotivation5.5IntrinsicandExtrinsicMotivation5.6PerceivedValueoftheActivity5.7Arousal5.8Learners’BeliefsaboutThemselves5.9SettingandAchievingGoals5.10TheInvolvementofSignificantOthers5.11DrawingitAllTogetherChapterSixHowDoestheLearnerDealwiththeProcessofLearning6.1IntroductionofLearningStrategies6.2StrategyTrainingChapterSevenThePlaceofTasksintheLanguageClassroom7.1TasksinForeignLanguageTeaching7.2TaskComponents7.3GradingTasksandTaskDifficulty.7.4ACognitiveProcessingApproach7.4.1Feuerstein’sCognitiveMap7.4.2InstrumentEnrichment7.5AnEducationalPerspectiveonTasksChapterEightTheLearningContext8.1WhyStudyLearningEnvironments?8.2EcologicalPerspectives8.3EnvironmentalPreferences8.4ClassroomStructure8.5GroupProcesses8.6ClassroomClimate（thepsychologicalatmosphere;classroompsychological3climate;classroommentalatmosphere）8.7TeacherBehaviourasPartoftheLearningEnvironmentChapterNinePsychologicalAnalysisofForeignLanguageVocabularyTeachingChapterTenPsychologicalAnalysisofForeignLanguagePhoneticTeachingChapterElevenPsychologicalAnalysisofForeignLanguageOralTeachingChapterTwelvePsychologicalAnalysisofForeignLanguageReadingTeachingChapterThirteenPsychologicalAnalysisofForeignLanguageWritingTeach《语言教师心理学》课程描述一、使用教材：自编教材《语言教师心理学》（重点学习章节：ChapterTwo,ChapterThree,ChapterFour,ChapterFive,ChapterEight)二、针对学生：英语教学论、学科方向研究生三、授课教师:广西师范大学周晓玲教授四、必读书目1.MarionWillams&Robert.L.Burden.PsychologyforLanguageTeachers[M].CambridgeUniversityPress,2000第一次版，2010第二次版.（外语教学与研究出版社也出版发行）2.Fontana,D.PsychologyforTeachers[M].Leicester:BritishPsychologySociety,1988.3.Feuerstein,R.,P.S.Klern&A.J.Tannenbaum.MediatedLearningExperience:theoretical,psychologicalandlearningimplications[M]..London:Freund.4.朱纯.外语教学心理学[M].上海：上海外语教育出版社，1994(第一版），2010（第二版）.5.AnitaWoolfolk.EducationalPsychology(TenthEdition[)M].(中文版：《教育心理学》，何先友等翻译，莫雷审校），中国轻工业出版社，2007年第一版）.五、教学目的本课程的教学目的在于帮助英语教学论和学科方向的研究生掌握如何将当代教育心理学的一些重要理论和思想应用于英语教学。这些重要的心理学包括人本主义、认知学说...