教育心理学(第8版)(影印版)(附CD光盘1张)

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		教育心理学(第8版)(影印版)(附CD光盘1张)
		教育心理学(第8版)(影印版)(附CD光盘1张)

基本信息·出版社：高等教育出版社
·页码：661 页
·出版日期：2003年09月
·ISBN：7040134764
·条形码：9787040134766
·版本：第1版(影印本)
·装帧：平装
·开本：16
·正文语种：中文
·外文书名：Educational Psychology

内容简介 《教育心理学(第8版影印版)》主要包括教学过程、学习过程、教育心理学基本理论（行为主义、认知学派、建构主义等）、学习动机、教学与学习评价等内容。
编辑推荐 《教育心理学(第8版影印版)》是伍尔福克编著的，由高等教育出版社出版。
目录
Preface
Chapter 1 Teachers, Teaching, and Educational Psychology
Part One Students
Chapter 2 Cognitive Development and Language
Chapter 3 Personal, Social, and Emotional Development
Chapter 4 Learner Differences
Chapter 5 Culture and Community

Part Two Learning
Chapter 6 Behavioral Views of Learning
Chapter 7 Cognitive Views of Learning
Chapter 8 Complex Cognitive Processes
Chapter 9 Social Cognitive and Constructivist Views of Learning

Part Three Motivating
Chapter 10 Motivation: Issues and Explanations
Chapter 11 Motivation, Teaching, and Learning

Part Four Teaching
Chapter 12 Creating Learning Environments
Chapter 13 Teaching for Learning

Part Five Assessing
Chapter 14 Standardized Testing
Chapter 15 Classroom Assessment and Grading
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Such behavior is not morally wrong, it is just socially inap-propriate-in some cultures or situations it is acceptable to eat with your hands（in fact, try eating potato chips with a fork！）. True moral issues, on the other hand,involve the rights of individuals, the general welfare of the group, or the avoidanceof harm. "Stealing" would be wrong, even if there were no "rule" against it; steal-ing is wrong, not rude. Children as young as 3 can distinguish between social con-ventions and moral issues. They know, for example, that being noisy in schoolwould be fine if there were no rule requiring quiet, but that it would not be right tohit another child, even if there were no rule against it. So even very young childrencan reason based on moral principles that are not tied to social conventions andrules （Nucci, 1987; Smetana & Braeges, 1990; Turiel, 1983）.
Cultural Differences in Moral Reasoning. Another criticism of Kohlberg'sstage theory is that stages 5 and 6 in moral reasoning are biased in favor ofWestern, male values that emphasize individualism. In cultures that are more fam-ily-centered or group-oriented, the highest moral value might involve putting theopinions of the group before decisions based on individual conscience. There hasbeen much disagreement over the "highest" moral stage. Kohlberg himself ques-tioned the applicability of stage 6. Few people other than trained philosophers rea-son naturally or easily at this level. Kohlberg （1984） suggested that for all practicalpurposes, stages 5 and 6 might be combined.The Morality of CaringOne of the most hotly debated criticisms of Kohlberg's theory is that the stages arebiased in favor of males and do not represent the way moral reasoning develops inwomen. Because the stage theory was based on a longitudinal study of men only, it isvery possible that the moral reasoning of women and the stages of women's develop-ment are not adequately re
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