Learner-centered psychological principles
[from the American Psychological Association (American Psychological Association, APA) study]
following 14 psychological principles related to learners and the learning process?. These principles mainly learners internal, controllable psychological factors, rather than habits or physiological factors. However, these principles also recognize the external environment or contextual factors interact with these internal factors.
purpose of these principles from the whole examine the reality on the learner in the learning context, therefore, for these principles can not be viewed in isolation, but should treat them as an organic set of principles. This 14 principles of learners and learning is divided into four main categories of factors: cognitive and metacognitive factors, motivational and emotional factors, development, and social factors, individual differences factors. These principles apply to all learners mm now in the education system for children, teachers, administrators, parents and community members.
Note: The above research and development of each principle are fully absorbed the findings of related disciplines. from different disciplines of the special working group of experts from a range of different perspectives, each of the principles of the view.
First, the cognitive and metacognitive factors
1. the nature of the learning process (Zhong Zhixian translation)
when learning is intentional on the information and experience the meaning construction process, the contents of the complexity of learning that the most effective.
many different types of learning process, for example, operational skills to form the habit of learning, knowledge generation learning, cognitive learning skills and learning strategies. The school emphasizes the purpose of the learning process of learning, from which learners from the information, experience and their own thinking and belief in the construction of meaning. successful learners are active, goal-oriented, self-regulation, can learn to assume their responsibilities. This series of principles stated refers to this type of learning.
2. learning goals (Chen Shaodong translation)
successful learner, over time, support and teaching in the relevant guidance, the ability to create meaningful , internal consistency of the knowledge representation.
learn the essential requirements of the strategic goal-oriented learners must. In order to construct useful knowledge representation, access to the thinking necessary for lifelong learning and learning strategies, learners must have been established and the pursuit of related objectives. At first, students in a particular area of the short-term goals and learning may be sketchy; But as time goes on, through the leak filled, resolve conflicts, deepen their understanding of the subject, and their understanding can be refined, so that you can achieve a long-term goals. educators can help learners to create a meaningful and educational and personal purport purport the same learning objectives.
3. knowledge construction (Wang Weifu translation)
successful learning who has knowledge and can establish a meaningful connection between the information.
continue with the existing knowledge base learners, the new link between information and experience, their knowledge be constantly expanded and deepened . linking the nature of the diverse, add, amend or restructure existing knowledge or skills. in the different disciplines, different talents, interests and abilities of students, the emergence and development of these links in different ways. However, unless , new knowledge has been integrated into the learner's existing knowledge and understanding to go, otherwise this new knowledge remains isolated, not the most efficient use to new tasks can not migrate to the new stable situations. Education can by using a series of different abilities of students effective strategies to help learners acquire, integrate knowledge, such as: concept map, the subject organization or classification.
4. Strategic thinking (Mao Meijuan translation)
successful learner can create and use a range of thinking and reasoning strategies to achieve complex learning goals.
successful learners in learning, reasoning, problem solving and concept learning process, can use strategic thinking. They understand and use a range of strategies to achieve learning and performance goals, and the knowledge can migrate to the new situations. In addition, successful learners will be continued through the following ways to expand their strategies Library: Reflections on the methods used and its relevance; receive guidance and feedback on teaching; observation or with the appropriate mode of interaction. If the educators to help learners to the development, application and evaluation of strategic learning skills, then learning will be more effective.
5. per share known (Zhou Jing translation)
used to select and monitor the activities of higher order thinking strategies (metacognition) is conducive to creative thinking and the development of critical thinking.
successful learners can reflect on how they think and learning, can set reasonable learning or performance goals, to select appropriate learning potential strategies or methods, and can monitor the progress of achieving the objectives. In addition, when a problem or that they failed to fully or timely progress of achieving goals, success learners know what to do. they can form a variety of methods to achieve their goals (or re-evaluate the appropriateness of objectives and usefulness.) strategy designed to help learners develop higher order (metacognitive) instructional methods help to improve the learning and individual learners a sense of responsibility.
6. learning environment (violin translation)
study by environmental factors, including the culture of learning, learning technology and teaching.
learning is not occurring in a vacuum. teachers mainly in the learner and the learning environment from the interaction between the role. cultural atmosphere and the group of learners will lead to changes in education-related aspects, such as motivation, learning orientation and ways of thinking . technology and teaching activities should have been suited to the student's level of knowledge, cognitive abilities and their learning strategies and thinking strategies. classroom environment, in particular, whether supportive, learners will also have an important impact.
Second, motivation, and emotional factors
7. of learning motivation and emotion (Wang Junqin translation)
affect the motivation of learners and what learners learn science degree. learning motivation, the same individual's emotional state by , beliefs, interests, goals and habits of thinking.
rich inner world of thoughts, beliefs, goals and expectations of success, the learner will enhance or weaken the quality of thinking and information processing. students on their own as learner's beliefs and understanding of the nature of the study had significant effect on motivation. motivation and emotional factors affect not only the quality of thinking and information processing, and affect the individual's motivation to learn. positive emotions such as curiosity, motivation will be enhanced under normal circumstances and promote the learning or performance. moderate anxiety, the learner's attention by making a special focus on the task at hand, but also promote learning and performance. However, the intense negative emotions such as anxiety, panic, anger, anxiety, and related ideas, such as capacity concerns weigh on the repeated failure, fear of punishment, ridicule, and fear humiliation, under normal circumstances would undermine the motivation, interfere with learning, resulting in lower performance.
8. intrinsic motivation (Lin Shasha translation)
the creativity of learners, advanced thinking and natural curiosity, have a positive impact on motivation. those with good and moderate difficulty associated with the personal interests may be personal choice and control tasks, can stimulate intrinsic motivation.
curiosity, flexible and with deep thinking, innovation, are reflected in the learner the main indicators of intrinsic motivation. in large part, intrinsic motivation As for competence, exert self-control and other basic needs change. intrinsic motivation to inspire the tasks the learner has the following characteristics: learner think it interesting, and self-association, with a personal meaning, in terms of complexity and difficulty for its own capacity, I believe they can succeed in this task. those similar to the real world context, and to meet the needs of individual choice and control tasks, also can increase intrinsic motivation. by focusing on learners in the moderate and difficult, relevance, self- select and control individual differences in perception, educators can stimulate and support their natural curiosity and motivation.
9. motivation to the degree of impact (Qiu Juan translation)
master the complexity of knowledge and skills long-term needs of the learner's efforts and guidance of practice. no motivation and a certain pressure to learners voluntary effort is not likely.
effort is a measure of motivation is an important indicator. grasp the complexity of knowledge and skills learners need to invest considerable energy and strategic effort, and perseverance. educators need to learners through a series of strategies to improve the efforts of the degree and sense of responsibility to the pursuit of high standards of learning and understanding. effective strategies, including kinds of purposeful learning activities, by increasing positive emotions and intrinsic learner motivation and methods of practice to enhance the learner's interest in learning and personal development tasks related to the Cognitive.
Third, development, and social factors < br> 10. Development of Learning (Chen Shaodong translation)
in the process of individual development, a number of different learning opportunities and constraints. When the individual's physical, mental, emotional and social aspects of development such as differences in have been fully taken into account, their most effective learning.
when learning materials suitable for the individual's level of development, and presented in a way is interesting, they learn best. As an individual in the intellectual, social, emotional , the development of the areas of the body vary in different areas of the achievements of teaching can not be the same. too much emphasis on the preparation of a development, such as preparatory reading, may prevent learners show his other, more with the performance of the field capacity. learners cognitive, emotional and social development, as well as their interpretation of life experience, are by their previous school education, family, culture, community and other factors. parents of the child for early and continuing education, quality of verbal interaction between parents and children, and two-way communication, will affect the development of these areas. For with the emotional, physical, mental defective children, and there is no difference in the development of mental deficiency, if we can clear awareness and understanding of , will be able to promote the creation of the best learning environment.
11. social factors (Wang Weifu translation)
social interaction, communication and interpersonal relationships affect learning.
when the learner is performing learning tasks, provide opportunities for interaction and collaboration to enhance learning. support the learning interaction to foster diversity in the learning environment and encourage flexibility of thinking, social skills training. in an interactive collaborative teaching scenario, learners have the opportunity to multi-angle, reflection thinking, which may promote higher order cognitive, social, moral development and self-esteem improved. full of stable, reliable relationships with high-quality care will enhance the learner's sense of belonging, self-esteem and self-satisfied music, forming a positive learning atmosphere. family influence, positive interpersonal support, self-motivation strategy instruction to make up some interference study of negative factors, such as competency and lack of a high degree of test anxiety, negative sex role stereotype, excessive pursuit of perfection. positive learning environment also help build a more healthy way of thinking, feeling and behavior of the situation, this situation can help learners get to share ideas, actively participate in the learning process, learning communities create a sense of security.
Fourth, individual differences factors
12. Learning Individual Differences (Mao Meijuan translation)
by the existing experience and genetic factors, learners have different learning strategies, learning methods and learning ability.
individual abilities and talents is born and growing. In addition, through learning and social containing of, learners developed their own unique learning style preferences and learning rhythm. However, these preferences to help learners achieve the learning objectives are not always useful. educators need to help learners to view their learning preferences, if necessary, need to be expanded and modified. learner differences, the classroom and the interaction between environmental conditions affecting the learning of another key factor. In short Educators need to sensitive to individual differences. At the same time, they also need to focus on the different teaching methods and teaching content, resulting in different levels of learners to accept and adapt to differences.
13. Learning and differences (Zhou Jing Translation)
fully into account when the learner language, culture and social background to differ when learning is most effective.
of learners, all the learning, motivation and effective instructions are the same. However, learning also affected the language, ethnicity, race, religion and socioeconomic factors. in the context of the guidance careful attention to these factors can enhance the design possibilities, and to achieve the appropriate learning environment. When the learners find their own capacity, background, culture and experience the difference has been recognized, respected, and in learning tasks to be reflected in the scene, the learner's motivation level and academic performance can be enhanced.
14. Standards and Assessment (Wei Su Bin translation)
difficulty setting appropriate and challenging standards, evaluation of learners and the learning process (including diagnostic assessment, formative assessment and summative evaluation) is an integral part of the learning process.
evaluation of learners and teachers can all stages of the learning process important information. highly appropriate and effective learning is the goal, and challenging learning goals; In addition, the learner cognitive differences, and his current level of knowledge and skills to the teaching resources to do the most optimal. continued evaluation of the learner's understanding of classroom resources for learners and teachers to target achievement in the study to provide valuable feedback. formative assessment and summative evaluation of the evaluation criteria can provide a relevant individual's own , between individuals show different levels of decision-making programmatic teaching information. performance evaluation can provide information on learning achievement and other information resources. on self-evaluation of the learning process can enhance the learner's self-assessment skills, increase motivation and self- ability to learn.
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