教育學(xué)原理重點(diǎn)整理

1、Progressivism進(jìn)步/實(shí)用主義is established by Dewey.It emphasizes change as the essence of reality, the importance of science and the val ue of democracy.Helping individuals learn how to solve problems is the purpose of education.Students should be allowed to develop naturally.Scientific method is of most w

2、orthy knowledge.Students should decide what is worth knowing. The only thing that matters is studen t freedom.Any subject that is useful should be included in the curriculum.Teachers must find ways to stimulate 激勵(lì) student interest and move their learning to deeper levels.It has been complained that

3、the schools had gone soft and students were not learn ing academic content at a level necessary to keep the nation strong.Critics claimed that few students were pursuing academic subjects.Professional-development phases職業(yè)發(fā)展階段pretrainingYour personal experiences and the attitudes you developed before

4、 enrolling in any te acher-preparation courses.formal preparationcore studiesteaching specializations and academic majorprofessional education3.induction yearsThe first years in teaching implies that on one assumes you will arrive on the job fully formed as a professional educator.4.continuing growt

5、hstaff-development opportunitiescollege and university courseswork associated with professional organizationsKey assessment termsassessment 評(píng)價(jià)refers to the purposeful collection of data from a variety of sources for the purpose o f rendering 實(shí)施 a judgement.Useful information sources include tests, o

6、bservations of learners in class performan ces, abilities to complete projects and abilities to succeeded on tasks associated with daily assignments.measurment 量化involves quantifying the presence or absence of a quality, trait特點(diǎn)，or attribute 屬 性.Standardized test and teacher-constructed assessment a

7、re the two main types of me asurement tools.evaluation 評(píng)估is interpreting 解釋 the meaning of the data.Is the intellectual process of making a judgement about the worth or value of someth ing.Norm referencing and criterion referencing are two common ways to establish criteria.In norm-referenced evaluat

8、ion, a bell-shaped curve is a common way of establishing these norms or expected scores.In criterion-referenced evaluation, the judgements are made based on how the perfo rmance of each person compares to a standard or a set of criteria rather than on how their scores compare to those of others.grad

9、es 等級(jí)The purpose of grades is to communicate the evaluation conclusions.What she teaching challenges for twenty-fist century teachers? (P38-47)Teaching in a multicultural society.Teaching for the construction of meaningTeaching for active learningTeaching and accountabilityTeaching and choiceTeachin

10、g with new views about abilities.Teaching and technology.Constructivism 建構(gòu)主義thinks that learners knowledge will grow as they compare new information with wha t they have known.The first implication is learner-centered and problem-centered.The second one is that members of your class need to be activ

11、ely engaged in the lear ning process.The last one is that it changes conceptions of assessment from traditional tests to ho w well class member can solve problems and their ability to explain what they have d iscovered and learnt.No child left behind act of 2010 新課程改革features accountability 義務(wù) as a

12、basic principle. It requires every state to adopt standards that describe what students should learn at each grade level.The law also requires school districts to assign a high qualified teacher in every cla ssroom in which an academic core subject is taught.Sociological modes of analysis針對(duì)社會(huì)問(wèn)題的分析模式

13、the functionalist perspective 功能主義The functional analysis usually focuses on the dominant 公共的 values in society and emphasizes the benefits of a common language, common val ues, and the development of useful skills in order to assimilate 同化，吸收 diverse groups and mold 塑造 them into a functioning and c

14、ohesive 緊密結(jié)合的 society.the conflict perspective 沖突理論begins with the contention 爭(zhēng)論，論點(diǎn) that power relationships and conflicting interests influence educational policy and practice.The school have been structured to maintain the dominance 優(yōu)勢(shì)，統(tǒng)治 of the group who have the most power and who benefit most f

15、rom the system. T here are insiders whose status and culture have been reinforced 力口強(qiáng) through school experience and there are outsiders who face barriers to success.the symbolic interactionist perspective 符號(hào)互動(dòng)理論Symbolic interactionists claims that students develop their identities, learn their selfc

16、oncepts, and develop their hopes and aspirations through interactions with others.How constructivism （構(gòu)成主義，構(gòu)成派）influenced teaching?There are three implications （含意）of constructivism:Learners must be provided with complex, complete, and “authentic （真實(shí) 的）” problems.Learners need to be actively engaged

17、 in the learning process: seeking solutions an d sharing ideas.Assessment is based on demonstration 示范，證明 of critical thinking skills and articulation （接合）of what was learned.Changes in the student populationmany students speak not the native language.So bilingual education, multicultural education

18、and total immersion 全浸入 式 programs are adopted.2.learners with a range of mental and physical challenges in the classroom increase. S o therere special education classrooms.Teacher portfolios: documentingperformanceteacher-prepared materialcontributions of observerslearners workorganizational format

19、sassessing portfoliosAssessment and the instructional processplacement assessment 定位評(píng)價(jià)The purpose is to identify whether the students have the necessary prerequisite 首要 必備的 knowledge and skill to be successful in a given unit of study.formative assessment 形成性評(píng)價(jià)is to make instructional adjustments th

20、at will improve the prospects 預(yù) 期 that your students will learn.summative assessment 終結(jié)性評(píng)價(jià)The purposes are to determine which learners have accomplished the objectives and to provide you with information you can use to communicate to others what your stu dents have learnt.Reconstructionism 重建(改造)主義

21、is established by George Counts.(radical 激進(jìn))Reconstructionists believed that all institutions in society needed to be reformed and they propose to build a new kind of society.Reconstructionists see the purpose of education as that of building a just society.Its student-centered. And they believe tha

22、t students are capable of identifying injusti ce and searching for solutions.The knowledge that has most worth is whatever is information needed to address iss ues and questions.The students make the decision regarding what they need to learn.Reconstructionists favor curricula that emphasize creatin

23、g a world of economic abun dance, equality, fairness, and democratic decision making.Teachers need to have a broad range of knowledge and be up to date on issues.Reconstructionists emphasized informal educational approaches such as the use of di alogue, shared experience, stories, narratives and myt

24、hs, making education conversa tional.What specific personal qualities are typically exhibited by effective teachers?Effective teachers are warm and loving toward children.Effective teachers have caring disposition s 性情，處置 toward children and youth and believe in the abilities of all children to lear

25、n.Effective teachers must possess sufficient 足夠的 interpersonal 人 際 and group skills to establish authentic 真實(shí)的relationships with their students and their colleagues.Effective teachers must have a “passioifi”r learning that can be translated into in spiration for their students.Voucher plans 教育券means

26、 that parents and guardians receive tax money that they can use to pay for the education of their children at a school of their choice.Once the parent or the guardian decides which school the child will attend, this vouc her is turned over to officials at that school.The official deposit the money i

27、n the schools account and use it as part of the school s instructional and operational budget.This arrangement forces school to compete for students and, in theory, would reward those school doing well by attracting more students.Charter school 特許學(xué)校are nonsectarian 非公立 public schools of choice that

28、are allowed to operate with freedom from many of t he regulations that apply to traditional public schools.Which features make the role as a teacher complex? （P12-P14）The following features combine to make the role as a teacher particularly complex:1.Multidimensionality（多維數(shù)）：It refers to the idea th

29、at teachers responsibilities range across a broad array of duties.2.Simultaneity（同時(shí)性）：It refers to the idea that many things happen at the same time in the classroom.3.Immediacy: It refers to a classroom reality that features situations that require your as a teacher to respond at once.Unpredictability：It refers to teachers challenges in working with learners whose reactions do not alwa ys follow consistent patterns and with situations that arise that may unexpectedly int erfere with established routines.Publicness：It re