語言教師心理學初探 pdf epub mobi txt 電子書 下載2025

想要找書就要到 小美書屋

立刻按 ctrl+D收藏本頁

你會得到大驚喜!!

《語言教師心理學初探》原著1997年齣版，作者M•威廉姆斯和R•布爾登是兩位分彆來自應用語言學和教育心理學兩個為同領域的英國學者。《語言教師心理學初探》所建立的理解教與學過程的“社會建構主義模式”是對上述理論的整閤與詮釋。《語言教師心理學初探》在闡明社會建構主義的一般思想的同時，將其與語言教學的特殊問題相聯係，試圖幫助讀者將教育心理學的新觀點、新思想應用於對語言教與學過程的認識理解、乃至實際行動中。

導讀ThanksAcknowledgementsIntroduction1 An introduction to educational psychology:behaviourism and cognitive psychology 1.1 Introduction 1.2 Educational psychology 1.3 Approaches to educational psychology 1.4 The positivist school 1.5 Cognitive psychology 1.6 Conclusion2 Further schools of thought in psychology:Humanism and social interactionism 2.1 Introduction 2.2 Humanistic approaches 2.3 Social interactionism 2.4 A social constructivist model 2.5 Conclusion3 What do teachers bring to the teaching-Learning Process? 3.1 Introduction 3.2 Studies in effective teaching 3.3 A constructivist view of education 3.4 A constructivist view of teaching 3.5 The teacher as reflective practitioner 3.6 Teachers'beliefs 3.7 Conclusion4 What can teachers do promote learning? 4.1 Introduction 4.2 Feuerstein's theory of mediation 4.3 Application of mediation theory 4.4 Investigating mediation in language classrooms 4.5 Conclusion5 The contribution of the individual student to the learning process 5.1 Introdction 5.2 Some problems with the notion of indvidual differences 5.3 An altemnative approach 5.4 The development and importnce of self-concept 5.5 Locus of control 5.6 Attribution theoty 5.7 Conclusion6 What makes a person want to learn?Motivation in language learning 6.1 Introduction 6.2 Early psychological views on motivation 6.3 Motivation in foreign and second language leraning 6.4 A Cognitive view of motivation 6.5 A social definition of motivation 6.6 A proposed definition of motivation 6.7 A model of motivation 6.8 Intrinsic and extrinsic motivation 6.9 Perceived value of the activity 6.10 Arousal 6.11 Learners'beliefs about themselves 6.12 Setting and achieving goals 6.13 The involvement of significant others 6.14 Summary 6.15 Drawing it all together 6.16 Conclusion7 How does the learner deal with the process of learning? 7.1 Introduction 7.2 Learning strategies 7.3 Skills and strategies 7.4 Learnig to learn 7.5 Metacognitive strategies 7.6 Summary 7.7 Language learning strategies 7.8 Strategy training 7.9 Learner training in foreign language teaching 7.10 Procedures for strategy training in foreign and second language teaching 7.11 Conclusion8 The place of tasks in the langUage classroom 8.1 Introduction 8.2 Tasks in foreign language teaching 8.3 A cognitive processing approach 8.4 An educational perspective on tasks9 The learning context 9.1 Why study learning environments? 9.2 Ecological perspectives 9.3 Environmental preferences 9.4 Classroom structure 9.5 Group processes 9.6 Classroom climate 9.7 Teacher behaviour as part of the learning,environment 9.8 Indiyidual perceptions of environments 9.9 Conclusion10 Putting it all togetherReferencesSubject indexAuthor index
· · · · · · (收起)