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简述专家—新手比较研究的结论以及对教育实践的意义。
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以下关于专家一新手比较研究说法错误的是
研究步骤分为选出专家、新手，提出任务；比较两者完成任务情况
20世纪70年代后期被应用于研究教师的认知
它是认知心理学家研究专门领域的知识时常采用的方法
这一方法最初就应用于教师的认知研究
本题为必选题请在ⅠⅡ两道试题中选取一道作答 近年来关于专家—新手的问题在学术界引起了不少研究
试比较专家型教师与新手型教师的区别
简述学习教育原理的实践意义
试论儿童的气质对其心理活动和行为发展的意义以及对教育工作的启示
本题为必选题请在ⅠⅡ两道试题中选取一道作答近年来关于专家—新手的问题在学术界引起了不少研究者们的注意
根据认知心理学家在专家—新手的比较研究中所得出的若干发现分析1解决问题所需的各类知识以及2各类知识的
简述专家与新手比较研究的步骤
从专家——新手的比较研究中心理学家发现专家善于解决问题的能力取决于
具有发散思维的能力
具有内敛性思维的能力
领悟的
有组织的指示、自动化基本技能以及强方法
试述终身教育思想以及对教师专业发展的意义
简述执行器的选择条件和应用场合以及对它加强研究的重要性
对专家型教师和新手型教师的比较研究发现专家型教师的课时计划简洁灵活具有前瞻性其更加注重
以教材为中心
以学生为中心
以考试为中心
以教师为中心
根据有关研究有哪些特征可以将专家教师与新手教师区分开来
由于新手教师的学科经验不如专家教师丰富，所以新手教师更倾向于信赖一般的教育技能
由于专家教师的思维活动较复杂，所以比新手教师有更多的短时记忆加工活动
新手教师需要不断地提升和检查自己的教学实践活动，而专家教师使用“最优化”的教学方法
从教育心理学研究中所得到的一个结论是：专家教师是批判性思维者
专家教师的课时计划简洁、灵活、以学生为中心并具有预见性
根据有关专长发展的研究有哪些特征可以将专家教师与新手教师区分开来
由于新手教师的学科经验不如专家教师丰富，所以新手教师更倾向于信赖一般的教育技能
由于专家教师的思维活动较复杂，所以比新手教师有更多的短时记忆加工活动
新手教师需要不断地提升和检查自己的教学实践活动，而专家教师使用“最优化”的教学方法
从教育心理学研究中所得到的一个结论是：专家教师是批判性思维者
专家教师的课时计划简洁、灵活、以学生为中心并具有预见性
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