本科班教法与心理学.ppt

1、Part Two: Theories of Psychology,1. Gestalt psychology 格式塔心理 2. Psychoanalysis 精神分析学,3. Behaviorism theory,4. Cognitive psychology 5. Constructivist theory 6. Socio-constructivist theory 7. Humanistic learning,1. Gestalt psychology 格式塔心理, It was founded by a group of German psychologists such as Max

2、 Wertheirmer（韦特墨） ,Kurt Koffka（考夫卡） and Kurt Lewin（勒文） in the 1920s. They found that people perceived objects and scenes as organized wholes and then they notice their component parts. 人们在感知物体或景象时总是先观察其整体，然后才意识到其组成部分 For example when people catch a sight of desk, they will see a desk as a whole befo

3、re noticing its legs and other parts., Having a lot of experiments on problem solving they found out that solutions to problems came as wholes（以整体形式出现） rather than in bits and pieces.（而不是零零碎碎一点点出现） Based on their studies they argued that an object was not the sum of the individual parts（整体并不是个组成部分的简

4、单相加） So an article is not the sun of simple words that make up the article. 一篇文章的意义并不等于其单词之合。, The meaning units of consciousness are whole organized construction because it cant be understood by analysis of judgment and sensations.有意识的单元意义应该是整个结构，因为仅靠判断和感知的分析是不能理解的 (Mind must be understood in terms

5、 of a whole， not individual parts). （思维应作为整体去理解，而不能分开理解） it means the mind must be understood in terms of a whole, not individual parts.,2 Psychoanalysis 精神分析学,It is a theory of the mind put forward by Sigmund Freud (佛洛伊德) who was a physician（医生） specializing in neurology(精神病) from his experiences w

6、ith patients, he divided the mind into conscious and unconscious mind and he was the first psychologist that made a careful study of the latter. According to his view, the conscious mind is only a very small part of the whole mind while the rest remains unconscious. The contents of the unconscious m

7、ind consist of buried memories深藏的记忆 and instinctive wishes模糊的渴望 or drives驱使 and will（意志） influence the activities of the conscious mind.,3. Behaviorism theory,The most famous was B.F.Skinner. He was in fact regarded as the leader of behaviorism. He applied Waston and Raynors theory of conditioning t

8、o the way humans acquire language (Harmer,1983). Waston and Raynor formulated a stimulus-response theory of psychology while B.F. Skinner advocated this procedure which has three major stages, stimulus, response and reinforcement (Harmer, 1983:30).,Skinner suggested that language is also a form of b

9、ehavior. It can be learned the same way as an animal is trained to respond to stimuli. One influential result is the audio-lingual method, which involves endless listen and repeat drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of

10、 the teacher. Mistakes were immediately corrected, and correct utterances were praised quickly.,4. Cognitive psychology,.,1. At the end of the 1960s. Cognitive psychology occurred. The term of cognition means mental process of classifying, remembering, reasoning, organization, use, thinking, general

11、ization Piaget.（皮亚杰） He claimed that while the child grows up, his ability of reasoning would become more and more and developed through different stages. the representative is Norm Chomsky.,4. He argued that stimulus, responses, and result should be acquired through acquisition. Students should be

12、asked to think rather than simply repeat. One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. He is not satisfied with the audio-lingual method。 The most influential method is the Cognitive Method.,5. Cognitive psycholo

13、gy can be defined as the study of peoples ability to acquire, organize, remember and use knowledge to guide the behavior.( Gray, 1991: 16)。 The most important factor that has made cognitive psychology the dominant approach is the development of the computer technology. The brain works in similar way

14、 to process information. The brain receives information through senses, process it and sends it out as behavior actions, There are two principal types of cognitive structures-schemas and concepts. Schemas refer to sets of rules that define particular categories of behavior. Concepts are rules that d

15、escribe properties of events and their relation with one another. Children acquire schemas and concepts by interacting with their environment with the help of two processes-assimilation （同化）and accommodation （顺应或调节）. Assimilation refers to the process by which new item are added to a concept or sche

16、ma while accommodation refers to the process by which existing concept or schema is changed on the basis of new information.,同化是指个体把外界刺激所提供的信息整合到自己原有认知结构的过程； 顺应是指个体的认知结构因外部刺激的影响而发生图式改变的过程 同化是认知结构数量的扩充，而顺应则是认知结构性质的改变。 当学生能够运用现有图示去同化新知识时他会处于平衡认知状态；若不能同化新知识，平衡就被破坏，而修改或创造新知识（顺应）的过程就是寻找新的平衡的过程。所以，学习者在“平衡

17、不平衡新的平衡”的循环中得到不断地丰富、提高和发展。,5. Constructivist theory,Constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows. It is believed that education is used to develop mind, not just to rote and recall wha

18、t is learned. John Dewey provided a foundation for constructivism. He believed that teaching should be built based on what learners already knew and engage learners in learning activities. Teachers need to design environments and interact with learners to foster inventive具有创造性思维能力 , creative, critic

19、al learners.,Therefore， teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners interests and curiosity for learning( Archambault, 1964- John Dewey on Education: Selected writings).

20、Learning methods are : inquiring learning, discovery learning , cooperative learning and autonomous learning. The most influential method is “Task-based Instruction”,6. Socio-constructivist theory,Vygotsky (1978) emphasizes interaction and engagement with the target language in a social context base

21、d on the concept of Zone of Proximal Development (ZPD) and scaffolding. In other words, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teachers scaffolding through questions and explanations or with a more capable peers su

22、pport, the learner can move to a higher level of understanding and extend his/her skills and knowledge to the fullest potential.,7. Humanistic learning,The advocates are Maslow马斯洛(1908-1970) and Carl. R. Rogers 罗杰斯(19021987) They assumed that ones behavior mostly are dependent on the result of his o

23、r her own sense感知。The real learning is related to the whole person who can discover her or his whole person, that is to say, real learning is a process in which learner can make him or her become a perfect person.,The nature of humanistic learning,Learning refers to comprehension Learning means perf

24、ormance of potential Learning is formation for learning methods Learning indicates integrated change of learning behavior , attitude, personality and future action.,Motivation for learning,The theory for levels of needs (Maslow: 1968) Needs for physiology （生理）生理需求 Needs for safety安全感 Needs for socie

25、ty社会感 Needs for esteem or respect自尊感 Needs for self-improvement自我完善,Principles for humanistic learning,Desire for learning The meaning for learning through observation Self-defenses 自我防御 （一个人对自己的信念、价值观和基本态度） Non-defensive learning climate 无戒备学习 Learning by doing Participate learning Commitment for l

26、earning 全身心学习 Self-instruction 自我学习 / independent learning,Methods for humanistic learning,Constructive situation for real-life questions Supply for a large amount of learning resource Use of contract for learning 使用学生契约（学生可指定自己学习计划，目标以及最终评价准则） Use of community 利用社区学习资源 Peer scaffolding同伴学习 Group le

27、arning Inquiring learning/ experiential learning Procedural teaching 合理恰当的教学内容、过程 Group learning for making friends Self-assessment,Part Three: Theories of second language acquisition,1. The acculturation theory 文化认同说 2. The discourse theory 话语交际学说 3. The monitor theory自我监测说 4. The habit-formation t

28、heory 习惯形成说 5. The cognitive theory 认知学说 6. the hypothesis of linguistic universals (语言共性说） 7. Ausubels advanced organization （奥斯贝尔的先行组织）,1. The acculturation theory 文化认同说,1. It was put forward by Schuman(舒曼) and R.Anderson（安德森） in the late 1970s. 2. They argued that if a person from one culture wan

29、ts to function well in another culture, he should change attitudes, knowledge and behavior. It includes not only the social adaptation but also psychological adaptation. 3. Successful acculturation can bring about successful second language acquisition while poor acculturation will produce poor seco

30、nd language acquisition.,4. The social and psychological distance plays a decisive role. It is the factor to determine the degree of acculturation success. So it claimed that the shorter the distance,（社会和心理）the better the learning environment, hence the better the language result. 5. Negative psycho

31、logical distance factors that will increase the psychological distance: language shock, culture shock, low motivation and high ego boundaries(高度自我封闭),2. The discourse theory 话语交际学说,1. It was established by Hatch(哈奇) in the late 1970s. 2. The theory of the 2nd language acquisition was developed from

32、Hallidays theory of first language acquisition. 3. Halliday believes that the process of first language acquisition is actually the process of learning how to communicate in target language. 4. Only through communication discourse can the learner acquire the 2nd language.,5. The main points of the d

33、iscourse theory: a. The rules of grammar are acquired in a natural order b. When communicating with a non-native speaker, the native speaker will adjust his discourse. 6. The strategies and means will influence the speed and order of 2nd Language acquisition 7. The process of second language acquisi

34、tion should be by analyzing the face-to-face communication.,3. The monitor theory自我监测说,It is put forward by Krashen（克拉申） in the late 1970. The theory consists of the following five hypotheses: 1 .The acquisition learning hypotheses 2. The monitor hypothesis自我监测假说 3. The natural order hypothesis 自然次序

35、假说 4.The input hypothesis 输入假说 5. The affective filter hypothesis 感情屏障假说,1. )The acquisition learning hypotheses,He believed that language acquisition means an unconscious learning process. Adult should improve their foreign language abilities through natural communication. Acquisition refers to the

36、 subconscious process in which learners develop their language proficiency. Learning refers to the conscious process in which learners acquire the knowledge of rules of the target language. In Krashens point of view, conscious learning usually does not lead to acquisition,2). The monitor hypothesis自

37、我监测假说,Krashen argued that acquisition can make learner have an influence on speaking in a communicative process, but learning can make language and article accurate, so acquisition is more important than learning in a natural communicative environment. Acquisition is responsible for the fluency of t

38、he utterances produced by speakers while learning is responsible for the accuracy of the speeches or passages.,3) The natural order hypothesis自然次序假说,this hypothesis claims that foreign language learners acquire the rules of the target language in the same order no matter where, when and how they are

39、 learning the language. Speed-in krashens point view, language teaching cant change the natural order of language acquisition. It can only facilitate the speed of acquisition.,4) The input hypothesis提高性输入（可理解性输入）,According to Krashen , the only way for people to acquire a language is by understandin

40、g messages信息（语言形式和非语言形式） or receiving comprehensible input. They move from their current level (i) to the next level by understanding input. (i+1).,Krashen uses the input hypothesis to explain the relationship between language input and language acquisition and to answer the question of how people a

41、cquire language. He argues that the only way for people to acquire a language is by understanding messages or receiving comprehensible input. They can move from their current level (i), to the next level (i+1). krashen, (1985:2) that is to say, language is acquired by peoples comprehension input tha

42、t is slightly beyond their current level (i). People understand input containing i+1 because the situation, context, facial expression, gestures, etc. will provide clues for their comprehension.,5). The affective filter hypothesis 感情过滤假说,It attempts to explain the variation in speed of language acqu

43、isition among individuals of the same group. The three affective factors determine the speed of success-motivation, self-confidence, and anxiety. Learners with high motivation, self-confidence and low anxiety will do much better than those that are unmotivated, lacking in self-confidence and concern

44、ed too much with failure. That is to say, learners with a low affective filter will get more input than learners with a high affective filter.,4. The habit-formation theory,The habit-formation theory comes from the behaviorist psychology and was very popular in the 1950s and 1960s. According to beha

45、viorists, language is regarded as a set of linguistic habits and the linguistic habits are formed through identifying and strengthening the associations betwee stimuli and responses . Learning a second language means the formation of a new set of linguistics habits. Imitation and practice play an im

46、portant role in the process of habit formation.,5. The cognitive theory,1. Cognitive psychologists regard learning as a cognitive process and they think it involves internal presentation内在心理表现 which offers regulation 调整and guidance引导行为 for performance表现. 2. Notionsin the cognitive theory, automatici

47、ty运用自如 and restructuring重新调整 are the most important notions because learners have to select appropriate vocabulary, grammatical rules and conventions governing language use. Learners language performance improves along with the restructuring of their internal representations. The task of language acquisition is very complex because it involves constant practice and integration of different aspects of the task until automaticity is reached . Hence , automaticity and restructuring are