描述
开 本: 16开纸 张: 胶版纸包 装: 平装-胶订是否套装: 否国际标准书号ISBN: 9787115451118
《教育心理学：理论与实践》（第10版）在内容体系的构架、事例的科学性、实用性以及可读性等方面堪称典范，第7版引进国内后得到学界的普遍好评，是一部经得起时间检验又与时俱进的优质教材；
作者罗伯特·斯莱文是美国约翰·霍普金斯大学终身教授、教育研究与改革中心主任，英国约克大学有效教育研究中心主任以及“让所有人都成功”基金会主席，曾多次荣获美国教育研究会和国家教育委员会颁发的重要奖项，本书融汇了作者数十年的教学经验和研究成果；
《教育心理学：理论与实践》（第10版）秉承“理论知识与实用策略并举、多元教学理念与方法并存”的宗旨，既如学术专著般全面、严谨、前沿，又具有可读性和实用性，为解决教师在日常课程中遇到的实际问题提供了基于课堂研究的建议；
《教育心理学：理论与实践》（第10版）通过大量的真实案例将理论与实践明确地联系起来，帮助你把教育心理学中学到的知识迁移到自己的教学中去；写作风格让你在阅读它时有身临其境的感觉，似乎能听到学生的话语，闻到学校食堂午餐的香味；
第10版介绍了多个主题的研究以及实践应用，更新了656篇参考文献，2000年以后的文献占全部参考文献中的55%，反映了近十年来教育心理学及教育实践的*发展和趋势；
中国心理学界泰斗张厚粲教授、中国心理学会教育心理学专业委员会主任陈英和教授倾力；
高等学校心理学教学指导委员会用书。
美国著名教育心理学家、约翰·霍普金斯大学罗伯特·斯莱文教授撰写的《教育心理学：理论与实践》（第10 版）是一部堪称典范的心理学教材，在内容体系的构架、事例的科学性、实用性以及可读性等方面广受赞誉。
《教育心理学：理论与实践》（第10 版）不仅介绍了教育心理学领域内的主要理论、基本概念、基本规律与方法，而且通过大量的真实案例将理论与实践明确地联系起来，教会读者如何将教育心理学的理论知识迁移到现实的课堂教学中，成长为一名“有意识的教师”。作者秉承了理论知识与实用策略并举、多元教学理念与方法并存的特色，每一章都以一幕场景开始，阐释该章强调的实践问题，之后的“理论应用于实践”和“有意识的教师”专栏则提供了进一步的具体策略，以供教师用来改善学生的学习。
《教育心理学：理论与实践》（第10
版）对全书进行了修订，增补了新实例，精炼了语言，删除了过时的或无关紧要的内容，补充了教育心理学近十年来的新进展及656 篇新的参考文献。《教育心理学：理论与实践》（第10
版）既可作为高等院校教育心理学课程的教材或参考书，供心理学、教育学专业的教师、学生及研究者使用，也适合各类教育工作者参考阅读。
CHAPTER 1
Educational Psychology: A Foundation for Teaching 1
CHAPTER 2
Cognitive, Language, and Literacy Development 28
CHAPTER 3
Social, Moral, and Emotional Development
52
CHAPTER 4
Student Diversity 78
CHAPTER 5
Behavioral Theories of Learning
114
CHAPTER 6
Information Processing and Cognitive Theories of Learning 142
CHAPTER 7
The Effective Lesson 182
CHAPTER 8
Student-Centered and Constructivist Approaches to Instruction 216
CHAPTER 9
Grouping, Differentiation, and Technology 248
CHAPTER 10
Motivating Students to Learn 284
CHAPTER 11
Effective Learning Environments
314
CHAPTER 12
Learners with Exceptionalities
352
CHAPTER 13
Assessing Student Learning 396
CHAPTER 14
Standardized Tests and Accountability
446
Appendix
Using This Text to Prepare for the Praxis™ Principles of Learning and Teaching Exam 482
References
497
When I first set
out to write Educational Psychology: Theory and Practice, I had a very clear
purpose in mind. I wanted to give tomorrow’s teachers the intellectual grounding and practical strategies they
will need to be effective instructors. Most of the textbooks published then, I
felt, fell into one of two categories: stuffy or lightweight. The stuffy books
were full of research but were ponderously written, losing the flavor of the
classroom and containing few guides to practice. The lightweight texts were
breezy and easy to read but lacked the dilemmas and intellectual issues brought
out by research. They contained suggestions of the “Try this!” variety,
without considering evidence about the effectiveness of those strategies.
My objective was
to write a text that
Presents information that is as complete and up to date as the most
research-focused texts but is also readable, practical, and filled with
examples and illustrations of key ideas.
Includes suggestions for practice based directly on classroom
research (tempered by common sense) so I can have confidence that when you try
what I suggest, it will be likely to work.
Helps you transfer what you learn in educational psychology to your
own teaching by making explicit the connection between theory and practice
through numerous realistic examples. Even though I have been doing educational
research since the mid-1970s, I find that I never really understand theories or
concepts in education until someone gives me a compelling classroom example;
and I believe that most of my colleagues (and certainly teacher education
students) feel the same way. As a result, the word example or similar words
appear hundreds of times in this text.
Appeals to readers; therefore, I have tried to write in such a way
that you will almost hear students’ voices and smell the lunch cooking in the school cafeteria as you
read.
These have been my objectives for the book from the first edition to
this, the tenth edition. With every edition, I have made changes throughout the
text, adding new examples, refining language, and deleting dated or unessential
material. I am meticulous about keeping the text up to date, so this edition
has more than 2,000 reference citations, 55 percent of which are from 2000 or
later. The tenth edition is updated with more than 656 new references. Although
some readers may not care much about citations, I want you and your professors
to know what research supports the statements I’ve made and where to find additional information.
The field of educational psychology and the practice of education
have changed a great deal in recent years, and I have tried to reflect these
changes in this edition. Several years ago, direct instruction and related
teacher effectiveness research were dominant in educational psychology. Then
constructivist methods, portfolio and performance assessments, and other
humanistic strategies returned. Now, the emphasis is on accountability, which
requires teachers more than ever to plan outcomes and teach purposefully,
qualities that I emphasize in this edition as intentional teaching. In the
earliest editions of this text, I said that we shouldn’t entirely discard discovery learning and humanistic methods despite
the popularity, then, of direct instruction. In the next editions, I made just
the opposite plea: that we shouldn’t completely discard direct instruction despite the popularity of
active, student-centered teaching and constructivist methods of instruction. I
continue to advocate a balanced approach to instruction. No matter what their
philosophical orientations, experienced teachers know that they must be
proficient in a wide range of methods and must use them thoughtfully.
The tenth edition presents new research and practical applications
of many topics. Throughout, this edition reflects the “cognitive revolution” that has
transformed educational psychology and teaching. The accompanying figure
presents a concept map of the book’s organization.
Given the developments in education in recent years, particularly
with the introduction of the No Child Left Behind legislation in 2001 and the
focus on standards and accountability that continues in the Obama
administration, no one can deny that teachers matter or that teachers’ behaviors have a profound impact on student achievement. To make
that impact positive, teachers must have both a deep understanding of the
powerful principles of psychology as they apply to education and a clear sense
of how these principles can be applied. The intentional teacher is one who
constantly reflects on his or her practices and makes instructional decisions
based on a clear conception of how these practices affect students. Effective
teaching is neither a bag of tricks nor a set of abstract principles; rather,
it is intelligent application of well-understood principles to address
practical needs. I hope this edition will help you develop the intellectual and
practical skills you need to do the most important job in the world—teaching.
New and Expanded Coverage
Among the many topics that receive new or
expanded coverage in this edition are:
21st century skills (Chapter 1 and 21st Century Learning features
throughout the text)
Language and literacy development in the elementary years (Chapter
2)
New research on bilingual education (Chapter 4)
Emerging research in neuroscience (Chapter 6)
Expanded coverage on study strategies (Chapter 6)
The latest research on cooperative learning (Chapter 8)
New research on tutoring and small group remediation for struggling
readers (Chapter 9)
More on differentiated instruction (Chapter 9)
New coverage of technology applications (Chapter 9)
New sections on bullying and classroom management (Chapter 11)
Expanded coverage of Response to Intervention (Chapter 12)
Expanded coverage of IEPs (Chapter 12)
Expanded coverage of autism spectrum disorder (Chapter 12)
Additional coverage of value-added assessments (Chapter 14)
New information on testing accommodations for English learners
(Chapter 14)
New Appendix that correlates the content of each chapter to
corresponding topics within the Praxis™ Principles of Learning and Teaching Tests
656 new and updated references, 55 percent of which are from 2000 or
later
罗伯特·斯莱文教授在合作学习、学校综合改革等方面的成功研究为国际同行普遍认可。这部教材的第10版结合丰富的教育与教学实践案例及新近研究成果，深入浅出地阐述教育心理学的基本原理、方法及应用，为读者搭建了连接理论与实践的桥梁。
——张厚粲 教授 中国心理学会常务理事
国际心理科学联合会前副主席
美国著名心理学家斯莱文主张教育者应持有多元教育理念、精通多种教育教学方法，并加以有意识地综合应用。为此，该书详实介绍了教育心理学的各种代表性理论及其有效运用的典型案例与方法，引领读者汲取精华，兼收并蓄。自2004年该书第7版的译著出版以来，口碑极佳。
——陈英和教授 北京师范大学心理学院教授
中国心理学会教育心理学专业委员会主任
What Makes a
Good Teacher? What makes a good teacher? Is it warmth, humor, and the ability
to care about people? Is it planning, hard work, and self-discipline? What
about leadership, enthusiasm, a contagious love of learning, and speaking
ability? Most people would agree that all of these qualities are needed to make
a good teacher, and they would certainly be correct (see Wayne & Youngs,
2003). But these qualities are not enough.
■ Knowing the Subject
Matters (But So Does Teaching Skill)
There is an old
joke that goes like this:
Question: What
do you need to know to be able to teach a horse? Answer: More than the horse!
This joke makes
the obvious point that the first thing a teacher must have is some knowledge or
skills that the learner does not have; you must know the subject matter you
plan to teach. But if you think about teaching horses (or children), you will
soon realize that although subject matter knowledge is necessary, it is not
enough. A rancher may have a good idea of how a horse is supposed to act and
what a horse is supposed to be able to do, but if he doesn’t have the skills to make an untrained, scared, and unfriendly
animal into a good saddle horse, he’s going to end up with nothing but broken ribs and teeth marks for
his trouble. Children are a lot smarter and a little more forgiving than
horses, but teaching them has this in common with teaching horses: Knowledge of
how to transmit information and skills is at least as important as knowledge of
the information and skills themselves. We have all had teachers (most often
college professors, unfortunately) who were brilliant and thoroughly
knowledgeable in their fields but who could not teach. Ellen Mathis may know as
much as Leah Washington about what good writing should be, but she has a lot to
learn about how to get thirdgraders to write well.
For effective
teaching, subject matter knowledge is not a question of being a walking
encyclopedia. Vast knowledge is readily available. However, effective teachers
not only know their subjects but also can communicate their knowledge to
students. The celebrated high school math teacher Jaime Escalante taught the
concept of positive and negative numbers to students in a Los Angeles barrio by
explaining that when you dig a hole, you might call the pile of dirt 1, the
hole –1. What do you get when
you put the dirt back in the hole? Zero. Escalante’s ability to relate the abstract concept of positive and negative
numbers to everyday experience is one example of how the ability to communicate
knowledge goes far beyond simply knowing the facts.
■ Mastering Teaching
Skills
The link between
what a teacher wants students to learn and students’ actual learning is called instruction, or pedagogy. Effective
instruction is not a simple matter of one person with more knowledge
transmitting that knowledge to another. If telling were teaching, this book
would be unnecessary. Rather, effective instruction demands the use of many
strategies.
For example,
suppose Paula Ray wants to teach a lesson on statistics to a diverse class of
fourth-graders. To do so, Paula must accomplish many related tasks. She must
make sure that the class is orderly and that students know what behavior is
expected of them. She must find out whether students have the prerequisite
skills; for example, students need to be able to add and divide to find
averages. If any do not, Paula must find a way to teach students those skills.
She must engage students in activities that lead them toward an understanding
of statistics, such as having students roll dice, play cards, or collect data
from experiments; and she must use teaching strategies that help students
remember what they have been taught. The lessons should also take into account
the intellectual and social characteristics of students in the fourth grade and
the intellectual, social, and cultural characteristics of these particular
students. Paula must make sure that students are interested in the lesson and
motivated to learn statistics. To see whether students are learning what is
being taught, she may ask questions or use quizzes or have students demonstrate
their understanding by setting up and interpreting experiments, and she must
respond appropriately if these assessments show that students are having
problems. After the series of lessons on statistics ends, Paula should review
this topic from time to time to ensure that it is remembered.
These tasks—motivating students, managing the classroom, assessing prior
knowledge, communicating ideas effectively, taking into account the
characteristics of the learners, assessing learning outcomes, and reviewing
information—must be attended to at
all levels of education, in or out of schools. They apply as much to the
training of astronauts as to the teaching of reading. How these tasks are
accomplished, however, differs widely according to the ages of the students,
the objectives of instruction, and other factors.
What makes a
good teacher is the ability to carry out all the tasks involved in effective
instruction (Burden & Byrd, 2003; Kennedy, 2006). Warmth, enthusiasm, and
caring are essential (Cornelius-White, 2007; Eisner, 2006), as is subject matter
knowledge and understanding of how children learn (Wiggins & McTighe,
2006). But it is the successful accomplishment of all the tasks of teaching
that makes for instructional effectiveness (Shulman, 2000).
■ Can Good Teaching Be
Taught?
Some people think
that good teachers are born that way. Outstanding teachers sometimes seem to
have a magic, a charisma that mere mortals could never hope to achieve. Yet
research has begun to identify the specific behaviors and skills that make a “magic” teacher (Borman &
Kimball, 2005). An outstanding teacher does nothing that any other teacher
cannot also do—it is just a question
of knowing the principles of effective teaching and how to apply them. Take one
small example: In a high school history class, two students in the back of the
class are whispering to each other, and they are not discussing the Treaty of
Paris! The teacher slowly walks toward them without looking, continuing his
lesson as he walks. The students stop whispering and pay attention. If you didn’t know what to look for, you might miss this brief but critical
interchange and believe that the teacher just has a way with students, a knack
for keeping their attention. But the teacher is simply applying principles of
classroom management that anyone could learn: Maintain momentum in the lesson,
deal with behavior problems by using the mildest intervention that will work,
and resolve minor problems before they become major ones. When Jaime Escalante
gave the example of digging a hole to illustrate the concept of positive and
negative numbers, he was also applying several important principles of
educational psychology: Make abstract ideas concrete by using many examples,
relate the content of instruction to the students’ background, state rules, give examples, and then restate rules.
Can good
teaching be taught? The answer is definitely yes. Good teaching has to be
observed and practiced, but there are principles of good teaching that teachers
need to know, which can then be applied in the classroom. The major components
of effective instruction are summarized in Figure 1.1.
■ The Intentional
Teacher
There is no
formula for good teaching, no seven steps to Teacher of the Year. Teaching
involves planning and preparation, and then dozens of decisions every hour. Yet
one attribute seems to be characteristic of outstanding teachers:
intentionality. Intentionality means doing things for a reason, on purpose.
Intentional teachers will constantly think about the outcomes they want for
their students and about how each decision they make moves children toward
those outcomes. Intentional teachers know that maximum learning does not happen
by chance. Yes, children do learn in unplanned ways all the time, and many will
learn from even the most chaotic lesson. But to really challenge students, to
get their best efforts, to help them make conceptual leaps and organize and
retain new knowledge, teachers need to be purposeful, thoughtful, and flexible,
without ever losing sight of their goals for every child. In a word, they need
to be intentional.
The idea that
teachers should always do things for a reason seems obvious, and in principle
it is. Yet in practice, it is difficult to constantly make certain that all
students are engaged in activities that lead to important learning outcomes
(Kennedy, 2008). Teachers very frequently fall into strategies that they
themselves would recognize, on reflection, as being time fillers rather than
instructionally essential activities. For example, an otherwise outstanding
third-grade teacher once assigned seatwork to one of her reading groups. The
children were given two sheets of paper with words in squares. Their task was
to cut out the squares on one sheet and then paste them onto synonyms on the
other. When all the words were pasted correctly, lines on the pasted squares
would form an outline of a cat, which the children were then to color. Once the
children pasted a few squares, the puzzle became clear, so they could paste the
remainder without paying any attention to the words themselves. For almost an
hour of precious class time, these children happily cut, pasted, and colored—not highpriority skills for third-graders. The teacher would have
said that the objective was for children to learn or practice synonyms, of
course; but in fact the activity could not possibly have moved the children
forward on that skill. Similarly, many teachers have one child laboriously work
a problem on the chalkboard while the rest of the class has nothing important
to do. Many secondary teachers spend most of the class period going over
homework and classwork and end up doing very little teaching of new content.
Again, these may be excellent teachers in other ways, but they sometimes lose
sight of what they are trying to achieve and how they are going to achieve it.
Intentional
teachers are constantly asking themselves what goals they and their students
are trying to accomplish. Is each portion of their lesson appropriate to
students’ background knowledge,
skills, and needs? Is each activity or assignment clearly related to a valued
outcome? Is each instructional minute used wisely and well? An intentional
teacher trying to build students’ synonym skills
during follow-up time might have them work in pairs to master a set of synonyms
in preparation for individual quizzes. An intentional teacher might have all
children work a given problem while one works at the board, so that all can
compare answers and strategies together. An intentional teacher might quickly
give homework answers for students to check themselves, ask for a show of hands
for correct answers, and then review and reteach only those exercises missed by
many students to save time for teaching of new content. An intentional teacher
uses a wide variety of instructional methods, experiences, assignments, and
materials to be sure that children are achieving all sorts of cognitive
objectives, from knowledge to application to creativity, and that at the same
time children are learning important affective objectives, such as love of
learning, respect for others, and personal responsibility. An intentional
teacher constantly reflects on his or her practices and outcomes.
Research finds
that one of the most powerful predictors of a teacher’s impact on students is the belief that what he or she does makes a
difference. This belief, called teacher efficacy (Henson, 2002; Tschannen-Moran
& Woolfolk Hoy, 2001), is at the heart of what it means to be an
intentional teacher. Teachers who believe that success in school is almost
entirely due to children’s inborn intelligence,
home environment, or other factors that teachers cannot influence are unlikely
to teach in the same way as those who believe that their own efforts are the
key to children’s learning. An
intentional teacher, one who has a strong belief in her or his efficacy, is
more likely to put forth consistent effort, to persist in the face of
obstacles, and to keep trying relentlessly until every student succeeds
(Bandura, 1997). Intentional teachers achieve a sense of efficacy by constantly
assessing the results of their instruction (Schmoker, 1999); trying new
strategies if their initial instruction doesn’t work; and continually seeking ideas from colleagues, books,
magazines, workshops, and other sources to enrich and solidify their teaching
skills (Corbett, Wilson, & Williams, 2005). Collective efficacy can have a
particularly strong impact on student achievement (Goddard, Hoy, & Hoy,
2000). Groups of teachers, such as the entire faculty of an elementary school
or all teachers in a given academic department, can attain collective efficacy
by working together to examine their practices and outcomes, seeking
professional development, and helping each other succeed (see Borko, 2004;
Sachs, 2000; York-Barr, Sommerness, & Hur, 2008).
The most
important purpose of this book is to give you, tomorrow’s teacher, the intellectual grounding in research, theory, and
practical wisdom you will need in order to become an intentional, effective
teacher. To plan and carry out effective lessons, discussions, projects, and other
learning experiences, teachers need to know a great deal. Besides knowing your
subjects, you need to understand the developmental levels and needs of your
students. You need to understand how learning, memory, problem-solving skill,
and creativity are acquired and how to promote their acquisition. You need to
know how to set objectives, organize activities designed to help students
attain those objectives, and assess students’ progress toward them. You need to know how to motivate children,
how to use class time effectively, and how to respond to individual differences
among students. Intentional teachers are continually experimenting with
strategies to solve problems of instruction and then observing the results of
their actions to see if they were effective (Duck, 2000). They pay attention to
research on effective teaching and incorporate research findings in their daily
teaching (Fleischman, 2006). Like Leah Washington in the vignette that opened
this chapter, intentional teachers are constantly combining their knowledge of
principles of educational psychology, their experience, and their creativity to
make instructional decisions and help children become enthusiastic and
effective learners.
This text
highlights the ideas that are central to educational psychology and the related
research. It also presents many examples of how these ideas apply in practice,
emphasizing teaching practices, not only theory or suggestions, that have been
evaluated and found to be effective. The text is designed to help you develop
critical-thinking skills for teaching: a logical and systematic approach to the
many dilemmas that are found in practice and research. No text can provide all
the right answers for teaching, but this one tries to pose the right questions
and to engage you by presenting realistic alternatives and the concepts and
research behind them.
Many studies
have looked at the differences between expert and novice teachers and between
more and less effective teachers. One theme comes through these studies: Expert
teachers are critical thinkers (Hogan, Rabinowitz, & Craven, 2003;
Mosenthal, Lipson, Torncello, Russ, & Mekkelsen, 2004; Shulman, 2000).
Intentional teachers are constantly upgrading and examining their own teaching
practices, reading and attending conferences to learn new ideas, and using
their own students’ responses to
guide their instructional decisions. There’s an old saying to the effect that there are teachers with 20 years
of experience and there are teachers with 1 year of experience 20 times.
Teachers who get better each year are the ones who are open to new ideas and
who look at their own teaching critically. Perhaps the most important goal of
this book is to get you in the habit of using informed reflection to become one
of tomorrow’s expert teachers.
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