Lecture
This test is designed to check knowledge in the field of pedagogical psychology, which may be useful for educators, teachers, and everyone interested in the principles of successful learning and interaction with children and adolescents. The test presents questions and brief hints on various topics related to pedagogical psychology, such as theories of learning, features of the psychological development of children and adolescents, psychological factors of successful learning, and so on. The test includes questions of varying levels of difficulty, which makes it possible to assess knowledge at different levels. In addition, the test contains the correct answer to each question, which will help you check and reinforce your knowledge.
1. Pedagogical psychology as an independent branch of scientific knowledge was formed:
in the second half of the 19th century and has been developing to this day. Its task is to study the psychological regularities of instruction and upbringing, as well as to develop practical recommendations for improving the process of instruction and upbringing.
2. The term «pedagogical psychology» was introduced into scientific usage by:
3. The founder of Russian pedagogical psychology is:
4. L.S. Vygotsky's activity in the field of pedagogical psychology is associated with the formation of such a field of knowledge as:
5. What was valuable in pedology was the aspiration to study a child's development under conditions of:
6. The third stage in the development of pedagogical psychology is called theoretical because during this period:
The third stage in the development of pedagogical psychology is associated with the 1960s-70s of the 20th century. During this time, there was a significant breakthrough in understanding the processes of instruction and pedagogical activity as a whole. Particular attention is paid to studying individual differences among students, identifying the features of their mental development and abilities. At this stage, pedagogical psychology becomes a scientific discipline that helps to develop new methods of instruction and upbringing, as well as to understand the mechanisms of students' psychological adaptation to the school environment.
7. The structure of pedagogical psychology includes all of the listed sections except:
8. The object of pedagogical psychology is:
Pedagogical psychology: the regularities and mechanisms by which a person masters sociocultural experience in the educational process. In the broad sense, the subject of a science is what it studies within its object.
For example, in the educational process (the object), different aspects may be studied:
1. the person being taught (the student);
2. the subject of study or instruction;
3. the external conditions in which the student finds themselves (time, place, etc.);
4. the teacher conducting the instruction, etc.
The subject of domestic pedagogical psychologyconsists of:
–the psychological mechanisms of managing instruction (N.F. Talyzina, L.N. Landa);
– managing the process of mastering generalized methods of action (V.V. Davydov);
–learning motivation (Markova A.K., Yu.M. Orlov)
– the personal characteristics of learners and teachers (V.S. Merlin, V.A. Kan-Kalik and others)
9. Select the incorrect definition of the subject of pedagogical psychology:
10. The method of pedagogical psychology aimed at studying changes in a child's psyche in the process of the researcher's active influence on the subject is:
11. The most general concept denoting the process of a person acquiring knowledge by any available means:
12. Учение (studying) is a process of:
13. The type of learning in which a situation is analyzed taking into account not only past experience but also possible consequences:
14. Which of the following belongs to the types of operant learning:
15. According to behaviorism, the dependence of the speed of forming a connection on its correspondence to the subject's current state is called:
16. The main characteristic of learning activity (according to D.B. Elkonin) is:
17. Of the components listed, which belong to the structure of goal-directed learning activity (according to D.B. Elkonin - V.V. Davydov):
18. The type of learning motive characterized by the student's orientation toward mastering knowledge – facts, phenomena, regularities – is called:
19. All of the following belong to the substantive characteristics of learning motives except:
20. The specificity of a learning task as a component of learning activity lies in the fact that, in solving it, the student:
21. The psychological causes of schoolchildren's underachievement were established by:
22. Didactogeny is:
23. The final stage in learning complex psychomotor skills is:
24. The principle of the leading role of instruction in a child's mental development was formulated by:
25. Developmental instruction was founded on the concept of:
26. The level of actual mental development is characterized by:
27. Which of the following does not belong to the intellectual theories of instruction:
28. The main goal of traditional instruction is:
29. All of the following belong to the characteristics of traditional instruction except:
30. All of the following belong to the characteristics of innovative instruction except:
31. The creator of the theory of the stage-by-stage formation of mental actions is:
32. Select the correct sequence, from those given below, for the formation of mental actions according to the research of P.Ya. Galperin:
33. The essence of programmed instruction is that:
34. The reinforcement of correct responses in programmed instruction is achieved through:
35. The type of instruction that stimulates awareness of some contradiction in the course of activity, leading to a need for new knowledge, for that unknown element that would allow the resulting contradiction to be resolved:
36. The highest level of problem-based instruction is characterized by:
37. Which of the following does not belong to the main psychological-pedagogical principles of L.V. Zankov's system of instruction:
38. In L.V. Zankov's concept of developmental instruction, a high level of difficulty in instruction is defined by:
39. According to which psychologist should the mastery of knowledge that is general and abstract in nature precede students' familiarization with more specific and concrete knowledge:
40. According to V.V. Davydov, the scientific-theoretical type of thinking is characterized by:
41. A person's predisposition to educational influences is denoted by the term:
42. The direction of psychology that recognizes external influence on a person's behavior as the main factor in upbringing:
43. From the standpoint of the activity-based approach, educational influence should be directed primarily at:
44. Representatives of humanistic psychology believed that educational influence should be exercised by purposefully influencing:
45. Recognizing a child's right to exist as they are, recognizing the value of their personality and its respect regardless of achievements, development, position, or abilities, constitutes the psychological essence of the following principle of upbringing:
46. A method of psychological influence addressed to the ward's consciousness and logic:
47. The spontaneous mechanisms of personality formation (according to Yu.B. Gippenreiter) include all of the following, except:
48. The founder of the theory of collective upbringing is considered to be:
49. The teacher is the most significant figure for the child:
50. In terms of upbringing, the most effective is considered to be:
51. The structure of pedagogical activity includes all of the following components, except:
52. The selection and organization of the content of educational information, the design of students' activity and one's own pedagogical activity, constitutes the essence of the following pedagogical function:
53. According to psychological research, no direct link has been found between the success of pedagogical activity and the following factor:
54. The ability to penetrate a student's inner world, psychological observancy, and the like, constitute the essence of:
55. V.A. Krutetsky called the teacher's abilities connected with conveying educational information to students and forming active, independent thinking:
56. Professional changes in a teacher's personality are considered negative deformations in the event that these changes:
57. The ability to establish personal contact with each of the students is most characteristic of:
The personality structure of the "Organizer" type is made up of qualities such as exactingness, organization, strong will, and energy.
The "Subject teacher" is characterized by observancy, professional competence, and a striving for creativity. Given the existing connections, there is a high likelihood of an intermediate "subject teacher-organizer" type existing as well, combining the characteristics of both of these types. It is possible that its distinction from the "subject teacher" would be a stricter focusing of students on the subject and the organization of their activity specifically within the bounds of subject knowledge. This makes it possible to differentiate it from the "pure Organizer," whose main line of activity lies in the sphere of extracurricular work.
The personality structure of the "Communicator" type is made up of qualities such as sociability, kindness, external attractiveness, and high moral standards. Emotionality and behavioral flexibility, which are closely linked to these qualities, may also be included here.
The "Intellectual" type is characterized by high intelligence, general culture, and unconditional morality. This last quality, in essence, serves as the connecting link between these types. This confirms that an intermediate type is found, conventionally the "intellectual-optimist," possessing pronounced qualities of both types. There probably exist intermediate types formed along different lines of teacher typology, based on subject knowledge, for example, "subject teacher-communicator," "subject teacher-enlightener." At the same time, the probability of an "intellectual-organizer" appearing is very low, although in theory a combination of these types is possible as well.
Of the indicated types of teachers (communicator, subject teacher, organizer, and intellectual), each has its own methods, mechanisms, and channels for conveying educational influences.
Thus, the "communicator" teacher is distinguished by extraversion, low conflict-proneness, benevolence, a capacity for empathy, and a love of children. They realize their educational influences on the basis of compatibility with the student, seeking points of contact in personal life. Naturally, these influences will produce the greatest change precisely in this "everyday" behavior of the student.
For the "subject teacher", a rationalist firmly convinced of the necessity of knowledge and its significance in life, it is more characteristic to educate the student by means of the subject being studied, by changing their perception of the scientific picture of the world, drawing them into work in a club, and so on.
The "organizer" teacher, often a leader not only among the students but also within the whole teaching staff, mainly conveys their personal characteristics in the course of conducting various extracurricular activities. Therefore the result of their influence is most likely to be found in the sphere of business cooperation, collective engagement, discipline, and so on.
The "intellectual" teacher, or "enlightener," distinguished by principledness and adherence to moral norms, realizes themselves through highly intellectual enlightening activity, bringing students morality, spirituality, and a sense of freedom.
58. The following is not a function of pedagogical evaluation:
59. The situation that, in B.G. Ananiev's opinion, has the most negative effect on a ward's activity and well-being:
60. The style of pedagogical leadership considered most effective when working with adolescents:
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Criteria for evaluating test results in the course of educational psychology
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