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Содержание'>Содержание

Предисловие.........3

Значение теорий учения для преподавателей.... 12

Учение и преподавание...... 15

Составляющие процесса учения...... 17

Зачем нужно изучать теории учения?....22

Ранние теории учения......28

Торндайк и первая теория научения.....39

Возникновение когнитивных теорий:

гештальт-психология......45

Механизм научения человека.....55

Зачем нужно изучать биологию? ......58

. Строение нервной системы.......60

Строение головного мозга.......62

Нейрофизиология научения.......66

Сенсорные системы......80

Произвольные движения.......83

Стресс и борьба со стрессом...:....88

/ut Нарушения механизма научения.....98

Содержание

Шашры развития в учении.....ш

О чем идет речь в этой главе....... 113

Человеческое развитие: понятия и проблемы... 113

Развитие нервной системы...... 114

Речь.......... 125

Когнитивное развитие ....... 143

Как содействовать когнитивному развитию ребенка?.... 151

Роль культурной среды...... 160

Пол......... 170

Стиль обучения........ 176

Часть II. ТЕОРИИ ОБУЧЕНИЯ

Поведенческий (бихевиористский] подход к обучению.... 187

Оперантное обучение...... 192

Основные процессы оперантного обучения ... 194

Индивидуальное обучение и работа в классе.... 208

Методы работы с классом....... 211

Анализ задания и построение методик .....219

Технология образования....... 229

Проблемы в использовании КО......239

Критика выработки инструментальных условных рефлексов.........247

Эффективное преподавание....... 256

Социальное научение.......266

Основные принципы социального научения...269

Характеристики хорошей модели..... 278

Развитие способности к социальному научению...285

Рефлексивность.......288

Саморегулирование......301

Эффективное преподавание....... 309 Гйб

Содержание

Познавательная (когнитивная) обработка информации...:ш

Ранние познавательные теории......320

Модель КНМ Андерсона.......329

Параллельно распределенная обработка....333

Компоненты обработки информации.....335

Кодирование ........ 348

Обучение кодированию.......354

Процессы воспроизведения......374

Часть III. УЧЕНИЕ И ПРЕПОДАВАНИЕ

Изучение основных дисциплин....зээ

Планирование и организация материала.... 392

Обучение чтению...... 396

Обучение письму...... 408

Изучение математики.....-... 422

Изучение естественных наук....... 438

Изучение обществоведения...... 447

МОШаЦИЯ......457

Характеристики и теории мотивации...:...459

Роль уверенности в эффективности собственных усилий 472 Повышение мотивации......482

Усвоение ценностей......499

Аффективная сфера....... 501

Аффективные результаты......504

Социально-ориентированное поведение....507

Объединенный подход.......531

Обучение в сотрудничестве...... 537

Управление конфликтами...... 542

Метапознавательные предпосылки..... 553

Обучение стратегиям.......556

Приобретение стратегических знаний..... 577

Решение задач........ 579

Различные виды неспособностей и обучение....ш

Категории исключительности......616

Учащиеся с различными неспособностями к обучению ... 620

Недостаток внимания — нарушения, вызванные гиперактивностью....... 630

Нарушения поведения...... 635

Задержка умственного развития......643

Зрительные, слуховые и физические расстройства... 650

Часть IV. ПОДВЕДЕМ ИТОГИ

Заключение......667

Заключительные размышления.......668

Список литературы......679

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