【正文】 t in 1843 found they could reach Suzhou, Jiangsu province, via the creek, they named it Suzhou Creek. Thanks to its location, a large amount of cargo and travelers were transported via the creek before rail links were established. But after a century of being utilized as a waterway to transport goods and labor, the creek grew dark and smelly. Industrial factories were established along the banks. In the 1990s it became a key task of the city government to clean the creek. Suzhou Creek, which snakes 17 km from the iconic Waibaidu Bridge downtown to the outer ring road in west Shanghai, maps the changing periods of the city’ s history, including the imprints of the concessions, the beginning of industrialization and the improvement in people’ s living conditions. Where the Bund began Inbetween the shopping street of East Nanjing Road and the Bund, are a cluster of streets that give me the illusion that I am no longer in modern Shanghai. The streets are narrow and old and crisscross each other. Any old residential house may turn out to be a former office of the British, constructed in the 1880s. Pawnshops and hardware stores that are hard to find elsewhere, are plentiful here. This area, at the confluence of Huangpu River and Suzhou Creek, is called the Bund Origin. Countless tour buses stop at the site every day and visitors from around the world get off to see this place, the starting point of the concessions in the city. It all started in 1872, when the former British Consulate General was constructed and the Bund began its transformation into an the financial street of the East. Now the site of the former consulate is called “ No 1 Waitanyuan” , which translates to “ the Bund Origin” , to honor its beginnings. The entire plex of this historical site prises of five buildings, the former British Consulate General, the official residence of the consul, the former Union Church, the church apartments and the former Shanghai Rowing Club. The size of the courtyard is equivalent to that of four standard soccer fields. The building of the former consulate is a twostorey masonry building on an Hshaped plan in typical English renaissance style. The building is designed with a fivearch verandah on the ground floor with a raised terrace facing the garden, while the facade features an entry portico beneath a colonnaded loggia. It has been turned into a caf233。 。 他們把學(xué)習(xí)看成是學(xué)習(xí)者通過(guò)新舊經(jīng)驗(yàn)間雙向的相互作用建構(gòu)自己的經(jīng)驗(yàn)體系的過(guò)程。 但是，人本主義學(xué)習(xí)理論也有它的局限性，人本主義過(guò)分強(qiáng)調(diào)先天潛能在學(xué)習(xí)中的作用， 片面強(qiáng)調(diào)自由選擇和自我設(shè)計(jì)，忽視了人的心理和行為的社會(huì)制約性。意義學(xué)習(xí)的動(dòng)機(jī)產(chǎn)生于人類基本的自我實(shí)現(xiàn)傾向。 P329 六、論述： 試評(píng)述羅杰斯的人本主義學(xué)習(xí)觀 羅杰斯是著名的人本主義心理學(xué)家。教師為自己制訂完美的生涯規(guī)劃、肯定自己的能力和技巧，同時(shí)又具備成功教師的信念系統(tǒng)，這樣，就為自己的心理健康提供了強(qiáng)有力的保證。 (2)作好職業(yè)生涯發(fā)展規(guī)劃 生涯設(shè)計(jì)可以使教師納入自己固有的生活軌道。 小學(xué)生學(xué)習(xí)動(dòng)機(jī)的激發(fā)，可從下面五個(gè)方面進(jìn)行。 (2)分解階段。 P324 三、判斷題 √ √ √ 四、簡(jiǎn)答 簡(jiǎn)述小學(xué)期間同伴交往的特點(diǎn)。P226228 論述維持課堂紀(jì)律的基本策略。具體來(lái)說(shuō)，是指那些直接指向環(huán)境和他人的不良行為，直接妨礙教學(xué)或?qū)W習(xí)過(guò)程的行為，以及某些適應(yīng)不良的行為。 P129130 試論述如何培養(yǎng)智力技能。道德意志堅(jiān)強(qiáng)的人能將自己的道德動(dòng)機(jī)付諸實(shí)現(xiàn)。比如，小學(xué)生心算、寫作文等智力活動(dòng)，總是依賴數(shù)小棍棍或手指，從依賴筆算、看圖說(shuō)話，逐漸脫離外部動(dòng)作（動(dòng)手、動(dòng)口）而依賴內(nèi)隱的思維操作活動(dòng)實(shí)現(xiàn)的。智力技能的對(duì)象是頭腦中的映像，具有主觀性和抽象性，表現(xiàn)為從外部難以覺察的頭腦中的思維過(guò)程，屬于觀念范疇。 （ 2） 智力水平和認(rèn)知特 點(diǎn)：智力水平對(duì)問(wèn)題解決有重要的影響。 ： 是道德品質(zhì)的簡(jiǎn)稱，是人的 個(gè)體現(xiàn)象，它是個(gè)體將社會(huì)道德內(nèi)化為道德意識(shí)并在行動(dòng)中表現(xiàn)出來(lái)的穩(wěn)定的心理特征 ： 稱權(quán)威階段（ 68歲），兒童的品德判斷受外部的價(jià)值標(biāo)準(zhǔn)支配和制約 ：（ 915 歲）這一水平的主要特點(diǎn)是兒童為了得到贊賞、表?yè)P(yáng)或維護(hù)而服從多項(xiàng)準(zhǔn)則，也可 以說(shuō)是為了滿足社會(huì)的需求和希望而服從多項(xiàng)準(zhǔn)則。是根據(jù)一定目的，運(yùn)用已知信息，產(chǎn)生出某種新穎、獨(dú)特、有社會(huì)價(jià)值或個(gè)人價(jià)值的產(chǎn)品的過(guò)程。 小學(xué)生的學(xué)習(xí)具有學(xué)生學(xué)習(xí)基本特點(diǎn)外還表現(xiàn)出年齡階段特點(diǎn)。 B．性格差異。 A．氣質(zhì)差異。學(xué)生智力結(jié)構(gòu)上的差異隨時(shí)會(huì)在學(xué)習(xí)中表現(xiàn)出來(lái)，如果教師善于發(fā)現(xiàn)學(xué)生這些差異，就能夠找到適應(yīng)個(gè)別差異的教育教學(xué)方法。 但知識(shí)應(yīng)用并不等于知識(shí)遷移的全部，知識(shí)的應(yīng)用主要是一種順向的正遷移過(guò)程。操作系統(tǒng)由受納器、感覺登記器、工作記憶（包括短時(shí)記憶）系統(tǒng)、長(zhǎng)時(shí)記憶系統(tǒng)、反映生成器和反映器組成。同伴交往的特點(diǎn)主要表現(xiàn)為：與同伴交往的時(shí)間更多，交往的形式更為復(fù)雜；在同伴交往中傳遞信息的技能增強(qiáng)，他們能夠更好地理解他 人的動(dòng)機(jī)和目的，能更好地對(duì)他人進(jìn)行反饋。 P3738 答：情緒和情感是人對(duì)客觀事物態(tài)度的體驗(yàn)及相應(yīng)行為的反應(yīng)，它們是以個(gè)體的愿望和需要為中介的心理活動(dòng)。 答： (1)實(shí)踐性與參與性相結(jié)合。 ４．意義記憶：是在對(duì)事物的意義和邏 輯關(guān)系理解的基礎(chǔ)上，對(duì)學(xué)習(xí)材料的記憶，它是一種更有效的記憶方式。 ５．學(xué)習(xí)：學(xué)習(xí)是個(gè)體獲得知識(shí)和經(jīng)驗(yàn)的過(guò)程，是個(gè)體適應(yīng)環(huán)境的手段，通過(guò)學(xué)習(xí)個(gè)體行為或能力發(fā)生相對(duì)持久的變化。研究的全過(guò)程始終是對(duì)行動(dòng)的診斷和干預(yù)，研究者和教師都直接或間接地參與實(shí)施新方案。情緒和情感是個(gè)體適應(yīng)生存與發(fā)展的重要方式，它們會(huì)隨著個(gè)體的成長(zhǎng)而不斷發(fā)展。其同伴間的交流更加有效；他們更善于利用各種信息來(lái)決定自己對(duì)他人采取的行動(dòng)；更善于協(xié)調(diào)與他其他兒童的交往活動(dòng)；開始形成同伴團(tuán)體。從加涅的學(xué)習(xí)與記憶的信息加工模型來(lái)看，知識(shí)的學(xué)習(xí)過(guò)程經(jīng)歷著一個(gè)信息輸入 — 編碼 — 加工 — 貯存 — 提取 — 輸出的