《教育心理学：理论与实践》（第10版，英文版）

　　What Makes a Good Teacher? What makes a good teacher? Is it warmth, humor, and the ability to care about people? Is it planning, hard work, and self-discipline? What about leadership, enthusiasm, a contagious love of learning, and speaking ability? Most people would agree that all of these qualities are needed to make a good teacher, and they would certainly be correct (see Wayne & Youngs, 2003). But these qualities are not enough.

　　■ Knowing the Subject Matters (But So Does Teaching Skill) 

　　There is an old joke that goes like this:

　　Question: What do you need to know to be able to teach a horse? Answer: More than the horse!

　　This joke makes the obvious point that the first thing a teacher must have is some knowledge or skills that the learner does not have; you must know the subject matter you plan to teach. But if you think about teaching horses (or children), you will soon realize that although subject matter knowledge is necessary, it is not enough. A rancher may have a good idea of how a horse is supposed to act and what a horse is supposed to be able to do, but if he doesn’t have the skills to make an untrained, scared, and unfriendly animal into a good saddle horse, he’s going to end up with nothing but broken ribs and teeth marks for his trouble. Children are a lot smarter and a little more forgiving than horses, but teaching them has this in common with teaching horses: Knowledge of how to transmit information and skills is at least as important as knowledge of the information and skills themselves. We have all had teachers (most often college professors, unfortunately) who were brilliant and thoroughly knowledgeable in their fields but who could not teach. Ellen Mathis may know as much as Leah Washington about what good writing should be, but she has a lot to learn about how to get thirdgraders to write well. 

　　For effective teaching, subject matter knowledge is not a question of being a walking encyclopedia. Vast knowledge is readily available. However, effective teachers not only know their subjects but also can communicate their knowledge to students. The celebrated high school math teacher Jaime Escalante taught the concept of positive and negative numbers to students in a Los Angeles barrio by explaining that when you dig a hole, you might call the pile of dirt +1, the hole –1. What do you get when you put the dirt back in the hole? Zero. Escalante’s ability to relate the abstract concept of positive and negative numbers to everyday experience is one example of how the ability to communicate knowledge goes far beyond simply knowing the facts.

　　■ Mastering Teaching Skills 

　　The link between what a teacher wants students to learn and students’ actual learning is called instruction, or pedagogy. Effective instruction is not a simple matter of one person with more knowledge transmitting that knowledge to another. If telling were teaching, this book would be unnecessary. Rather, effective instruction demands the use of many strategies. 

　　For example, suppose Paula Ray wants to teach a lesson on statistics to a diverse class of fourth-graders. To do so, Paula must accomplish many related tasks. She must make sure that the class is orderly and that students know what behavior is expected of them. She must find out whether students have the prerequisite skills; for example, students need to be able to add and divide to find averages. If any do not, Paula must find a way to teach students those skills. She must engage students in activities that lead them toward an understanding of statistics, such as having students roll dice, play cards, or collect data from experiments; and she must use teaching strategies that help students remember what they have been taught. The lessons should also take into account the intellectual and social characteristics of students in the fourth grade and the intellectual, social, and cultural characteristics of these particular students. Paula must make sure that students are interested in the lesson and motivated to learn statistics. To see whether students are learning what is being taught, she may ask questions or use quizzes or have students demonstrate their understanding by setting up and interpreting experiments, and she must respond appropriately if these assessments show that students are having problems. After the series of lessons on statistics ends, Paula should review this topic from time to time to ensure that it is remembered. 

　　These tasks—motivating students, managing the classroom, assessing prior knowledge, communicating ideas effectively, taking into account the characteristics of the learners, assessing learning outcomes, and reviewing information—must be attended to at all levels of education, in or out of schools. They apply as much to the training of astronauts as to the teaching of reading. How these tasks are accomplished, however, differs widely according to the ages of the students, the objectives of instruction, and other factors. 

　　What makes a good teacher is the ability to carry out all the tasks involved in effective instruction (Burden & Byrd, 2003; Kennedy, 2006). Warmth, enthusiasm, and caring are essential (Cornelius-White, 2007; Eisner, 2006), as is subject matter knowledge and understanding of how children learn (Wiggins & McTighe, 2006). But it is the successful accomplishment of all the tasks of teaching that makes for instructional effectiveness (Shulman, 2000).

　　■ Can Good Teaching Be Taught? 

　　Some people think that good teachers are born that way. Outstanding teachers sometimes seem to have a magic, a charisma that mere mortals could never hope to achieve. Yet research has begun to identify the specific behaviors and skills that make a “magic” teacher (Borman & Kimball, 2005). An outstanding teacher does nothing that any other teacher cannot also do—it is just a question of knowing the principles of effective teaching and how to apply them. Take one small example: In a high school history class, two students in the back of the class are whispering to each other, and they are not discussing the Treaty of Paris! The teacher slowly walks toward them without looking, continuing his lesson as he walks. The students stop whispering and pay attention. If you didn’t know what to look for, you might miss this brief but critical interchange and believe that the teacher just has a way with students, a knack for keeping their attention. But the teacher is simply applying principles of classroom management that anyone could learn: Maintain momentum in the lesson, deal with behavior problems by using the mildest intervention that will work, and resolve minor problems before they become major ones. When Jaime Escalante gave the example of digging a hole to illustrate the concept of positive and negative numbers, he was also applying several important principles of educational psychology: Make abstract ideas concrete by using many examples, relate the content of instruction to the students’ background, state rules, give examples, and then restate rules. 

　　Can good teaching be taught? The answer is definitely yes. Good teaching has to be observed and practiced, but there are principles of good teaching that teachers need to know, which can then be applied in the classroom. The major components of effective instruction are summarized in Figure 1.1.

　 　罗伯特·斯莱文（Robert E. Slavin）是美国约翰·霍普金斯大学教育研究与改革中心主任、英国约克大学有效教育研究中心主任以及“让所有人都成功”基金会主席。他于1975 年在约翰·霍普金斯大学获社会关系学博士学位，迄今撰写了200 余篇关于合作学习、能力分组、学校和班级组织、废除种族歧视、纳入主流、研究评论以及实证改革等方面的论文和书中章节。斯莱文博士的著作（包括与他人合著）多达20 部，包括《合作学习》《学校和班级组织》《针对高危学生的有效方案》《预防早期的学业失败》《200万儿童：让所有人都成功》《拉丁裔学生的有效项目》《问责制时代的教育研究》。1985 年，斯莱文博士因应用项目研究而荣获了美国教育研究会（AERA）颁发的雷蒙德·卡特尔早期职业奖；1988 年，他在美国教育研究会主办的学术期刊上获得了帕尔默·约翰逊*论文奖；1994 年获得查尔斯·达纳奖，1998 年获得美国国家教育委员会颁发的詹姆斯·布赖恩特·科南特奖，2000 年获得州首席教育官员联合会颁发的杰出贡献奖；2008年他在美国教育研究会主办的杂志上再次获得帕尔默·约翰逊*论文奖，2009 年获得AERA 研究综述奖。

　　美国著名教育心理学家、约翰·霍普金斯大学罗伯特·斯莱文教授撰写的《教育心理学：理论与实践》（第10 版）是一部堪称典范的心理学教材，在内容体系的构架、事例的科学性、实用性以及可读性等方面广受赞誉。

　　《教育心理学：理论与实践》（第10 版）不仅介绍了教育心理学领域内的主要理论、基本概念、基本规律与方法，而且通过大量的真实案例将理论与实践明确地联系起来，教会读者如何将教育心理学的理论知识迁移到现实的课堂教学中，成长为一名“有意识的教师”。作者秉承了理论知识与实用策略并举、多元教学理念与方法并存的特色，每一章都以一幕场景开始，阐释该章强调的实践问题，之后的“理论应用于实践”和“有意识的教师”专栏则提供了进一步的具体策略，以供教师用来改善学生的学习。

　　 《教育心理学：理论与实践》（第10 版）对全书进行了修订，增补了新实例，精炼了语言，删除了过时的或无关紧要的内容，补充了教育心理学近十年来的新进展及656 篇新的参考文献。《教育心理学：理论与实践》（第10 版）既可作为高等院校教育心理学课程的教材或参考书，供心理学、教育学专业的教师、学生及研究者使用，也适合各类教育工作者参考阅读。

Brief Contents

CHAPTER 1  Educational Psychology: A Foundation for Teaching  1

CHAPTER 2  Cognitive, Language, and Literacy Development  28

CHAPTER 3  Social, Moral, and Emotional Development  52

CHAPTER 4  Student Diversity  78

CHAPTER 5  Behavioral Theories of Learning  114

CHAPTER 6  Information Processing and Cognitive Theories of Learning  142

CHAPTER 7  The Effective Lesson  182

CHAPTER 8  Student-Centered and Constructivist Approaches to Instruction  216

CHAPTER 9  Grouping, Differentiation, and Technology  248

CHAPTER 10  Motivating Students to Learn  284

CHAPTER 11  Effective Learning Environments  314

CHAPTER 12  Learners with Exceptionalities  352

CHAPTER 13  Assessing Student Learning  396

CHAPTER 14  Standardized Tests and Accountability  446

Appendix  Using This Text to Prepare for the Praxis™ Principles of Learning and Teaching Exam  482

References  497