簡介：山東師范大學(xué)碩士學(xué)位論文體驗探究性教學(xué)在高師公共心理學(xué)教學(xué)中的應(yīng)用研究姓名高建鳳申請學(xué)位級別碩士專業(yè)教育技術(shù)學(xué)指導(dǎo)教師宮淑紅20080408山東師范大學(xué)碩上學(xué)位論文體驗一探究性教學(xué)在高師公共心理學(xué)教學(xué)中的應(yīng)用研究摘要信息化時代的教育要求在課堂教學(xué)上更應(yīng)該具有時代特征，無論在教育理念上還是教學(xué)方法上都應(yīng)該體現(xiàn)出信息化時代所提倡的創(chuàng)新、求異的教學(xué)特點。高師公共心理學(xué)承擔(dān)著為基礎(chǔ)教育培養(yǎng)具有時代精神、創(chuàng)新意識、創(chuàng)新能力、具有良好心理素質(zhì)和合理心理學(xué)知識的全面發(fā)展的現(xiàn)代化師資的重要任務(wù)。然而，目前的高師公共心理學(xué)限于學(xué)時短、任務(wù)重，教學(xué)以講授為主，重理論、輕實踐，重知識、輕技能，忽略學(xué)生的實踐體驗和心理健康水平的提高，因而，無法收到預(yù)期的教學(xué)效果，為改變這一現(xiàn)狀，適應(yīng)信息化時代的教育要求，提高公共心理學(xué)的教學(xué)效能，嘗試在高師公共心理學(xué)教學(xué)中運用體驗一探究性教學(xué)。體驗一探究性教學(xué)在高師公共心理學(xué)教學(xué)中的應(yīng)用研究，采用了訪談、問卷測驗、案例分析等研究方法。在對體驗一探究性教學(xué)的概念進行分析和界定的基礎(chǔ)上，以情境認知學(xué)習(xí)理論、建構(gòu)主義學(xué)習(xí)理論和教育的四大支柱觀為理論支撐，在已有多媒體網(wǎng)絡(luò)技術(shù)參與教學(xué)的基礎(chǔ)上，提出了教學(xué)過程設(shè)計的理念、指導(dǎo)思想和策略，設(shè)計了六階段的教學(xué)過程創(chuàng)設(shè)學(xué)習(xí)情境，激發(fā)學(xué)習(xí)興趣，引發(fā)心理體驗；提出任務(wù)課題，質(zhì)疑，引發(fā)認知沖突；借助于網(wǎng)絡(luò)技術(shù)提供學(xué)習(xí)資源，積極感悟，體驗探究；合作、交流、探討，共情理解，相互促進；知識整理，實踐運用，體驗內(nèi)化，思維創(chuàng)新；反思總結(jié)，強化體驗，意義建構(gòu)，拓展延伸。教學(xué)過程的實施注重體驗，面向全體，重視發(fā)展學(xué)生的情商和提高學(xué)生的心理健康水平。圍繞六階段教學(xué)過程設(shè)計理論，進行了具體的教學(xué)策略及案例研究。提出了情境導(dǎo)疑教學(xué)策略、吸引借鑒了企業(yè)中的六頂思考帽原理而形成了六頂思考帽教學(xué)策略、借鑒箱庭沙盤療法而提出了箱庭沙盤游戲教學(xué)策略。分別闡述了策略的原理和在教學(xué)過程中的作用，通過教學(xué)案例的分析研究，對策略的應(yīng)用價值作了總結(jié)。情境導(dǎo)疑策略以境生驗，以驗解疑，以疑生疑，探疑生律，體驗內(nèi)化，意義建構(gòu)，實踐應(yīng)用，拓展延伸，實現(xiàn)知識的融會貫通；六頂思考帽教學(xué)策略其最大的價值在于提供了一種平行思維的方法，為人們建立了多角度體驗和思考心理活動的框架，克服思維定勢，學(xué)會共感

簡介：上海師范大學(xué)碩士學(xué)位論文試從心理學(xué)視角論合作性學(xué)習(xí)姓名湯震宇申請學(xué)位級別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師吳維屏20070401ABSLTJTAC’I’COOPERATIVELEARNINGREQUIRESTEACHERNOTONLYTEACHSTUDENTSKNOWLEDGEBUTALSODEVELOPSTUDENTS’ABILITIESTHISKINDOFLEARNINGISAHUGECHALLENGETOTRADITIONALPRACTICERSHENCE，WENEEDNEWVIEWSTOUNDERSTANDCOOPERATIVELEARNINGFURTHERANDUNCOVERSTUDENTS’INTERRELATIONSHIPFEATURESANDTEACHERSTUDENTSRELATIONSHIPFEATURESTHISISKEYTOMAKECOOPERATIVELEARNINGINTOPRACTICETHISTHESISINTRODUCESTHEINTERPERSONALTHEORY，OBJECTIVETHEORYATTACHMENTTHEORYINDIVIDUALPSYCHOLOGYANDGROUPDYNAMICSINTERPERSONALTHEORYPROPOSEDTHATHUMANBEINGISEXISTENCEOFINTERPERSONALTHEORYANDSELFSYSTEM，MAKINGOF‘GOODSELFAND‘BADSELF’ISTHEOUTCOMEOFINTERPERSONALPERSONALIZINGSOINTERPERSONINCOOPERATIVELEARNINGWILLINFLUENCESTUDENTS、PERSONALITYDEVELOPMENTTHISTHEORYHELPSSTUDENTSBUILDGOODPERSONALITY0BJEETIVETHEORYPROPOSEDTHERULESOFINTERPERSONALDEVELOPMENTTOHELPPRACTICERSUNDERSTANDANDCONDUCTSTUDENTSBETTERATTACHMENTTHEORYINTRODUCESFOURKINDSOFINTERPERSONALRELATIONSHIPSECURE，RESISTANTAVOIDANTANDDISORGANIZED。ATTACHMENTTHEORYHASLEDTOANEWUNDERSTANDINGOFSTUDENTSANDHELPTEACHERTEACHSTUDENTACCORDINGTOHISSTYLEASFORINDIVIDUALPSYCHOLOGYALFREDCAMEUPWITHTHETERMINFERIORITYCOMPLEXHEDESCRIBEDTHISASFEELINGSOFLACKOFWORTHTHEONLYWAYTOOVERCOMEINFERIORITYCOMPLEXISCOOPERATIVE，WHICHHELPPRACTICERSBUILDTHEAIMSOFCOOPERATIVELEARNINGGROUPDYNAMICSISMEANTOPROVIDESTUDYOFCOOPERATIVE，COMPETITION，BYONESELFANDSHOWSADVANTAGESOFCOOPERATIVELEARNINGTHESIGNIFICANCEOFTHESTUDYISTHATFIRSTLYENRICHANDPERFECTTHETHEORIESABOUTCOOPERATIVELEARNING；SECONDLYUNCOVERTHEESSENCEOFPSYCHOLOGYINCOOPERATIVELEARNING，SOTHATTHECOOPERATIVELEARNINGCANBEWELLDEALWITH；THIRDLY，PROVIDESUGGESTIONSFORTEACHERSTOMAKECOOPERATIVELEARNINGINTOPRACTICETHISTHESISHASTHREESECTIONSTHEFIRSTSECTIONCONCLUDESDEFINITIONOFCOOPERATIVELEARNINGANDSTUDYCONCLUSIONS；THESECONDSECTIONINTRODUCESPSYCHOLOGYTHEORIES；THETHIRDSECTIONPROVIDESTRATEGIESOFHOWTOBUILDINTERACTIONKEYWORDSCOOPERATIVELEARNING，INDIVIDUALPSYCHOLOGY，INTERPERSONALTHEORY4

簡介：點擊查看更多論大學(xué)生自我意識及其培養(yǎng)——心理學(xué)視角的理論探析.pdf精彩內(nèi)容。

簡介：福建師范大學(xué)碩士學(xué)位論文中學(xué)歷史課程改革新模式心理學(xué)在歷史教學(xué)中的滲透和運用姓名梁曉英申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)歷史指導(dǎo)教師王堅德20070801中文摘要人類跨入21世紀，基礎(chǔ)教育從教學(xué)思想、教學(xué)內(nèi)容、教學(xué)方法、教學(xué)手段和教學(xué)評價體制等方面進行變革，高中歷史教學(xué)該如何改革，給每一位中學(xué)教師帶來挑戰(zhàn)。本文運用心理學(xué)人本主義、行為主義、認知主義和建構(gòu)主義心理學(xué)的核心思想主動性、反思性、合作性、社會文化性指導(dǎo)歷史教學(xué)，探討自主學(xué)習(xí)、問題學(xué)習(xí)、發(fā)現(xiàn)學(xué)習(xí)、協(xié)作學(xué)習(xí)的新的教學(xué)模式拋錨式教學(xué)、巴特勒的自主學(xué)習(xí)模式、加涅模式、意義認知學(xué)習(xí)模式和新的教學(xué)設(shè)計問題教學(xué)設(shè)計、情景教學(xué)設(shè)計并在廈門學(xué)生進行問卷調(diào)查研究與分析。該模式強調(diào)在整個教學(xué)過程巾實現(xiàn)以學(xué)生為中心，教師起到組織者、指導(dǎo)者、幫助者和促進者的作用，既強調(diào)學(xué)習(xí)者的認知主體作用，又不忽視教師的指導(dǎo)作用，最終達到新課標的目的培養(yǎng)和提高學(xué)生的歷史意識、文化素養(yǎng)和人文素養(yǎng)，促進學(xué)，E全面發(fā)展。關(guān)鍵詞CT學(xué)歷史教學(xué)；新課標教育心理學(xué)；教學(xué)新模式

簡介：分類號旦鱧墨密級公五UDC300學(xué)位論文積極心理學(xué)對我國大學(xué)生思想政治教育的啟示研究作者姓名雷丹指導(dǎo)教師趙興宏教授東北大學(xué)文法學(xué)院申請學(xué)位級別碩士學(xué)科類別法學(xué)學(xué)科專業(yè)名稱思想政治教育論文提交日期2011年6月論文答辯日期2011年6月學(xué)位授予日期2011年7月答辯委員會主席張玉麟評閱人張玉麟、張穎東北大學(xué)2011年6月獨創(chuàng)性聲明本人聲明，所呈交的學(xué)位論文是在導(dǎo)師的指導(dǎo)下完成的。論文中取得的研究成果除加以標注和致謝的地方外，不包含其他人己經(jīng)發(fā)表或撰寫過的研究成果，也不包括本人為獲得其他學(xué)位而使用過的材料。與我一同工作的同志對本研究所做的任何貢獻均己在論文中作了明確的說明并表示謝意。學(xué)位論文作者簽名觸EL期BIF’60學(xué)位論文版權(quán)使用授權(quán)書本學(xué)位論文作者和指導(dǎo)教師完全了解東北大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定即學(xué)校有權(quán)保留并向國家有關(guān)部門或機構(gòu)送交論文的復(fù)印件和磁盤，允許論文被查閱和借閱。本人同意東北大學(xué)可以將學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫進行檢索、交流。作者和導(dǎo)師同意網(wǎng)上交流的時間為作者獲得學(xué)位后半年口一年口一年半口兩年D學(xué)位論文作者簽名奄A簽字日期ZOT1B1導(dǎo)師簽名鄉(xiāng)“芡萬簽字日期害扣J∥Z7

簡介：蘇州大學(xué)碩士學(xué)位論文高職心理學(xué)課程設(shè)置研究對淮安若干高校的調(diào)查姓名袁海燕申請學(xué)位級別碩士專業(yè)高等教育學(xué)指導(dǎo)教師周川20090901高職心理學(xué)課程設(shè)置研究中文摘要不夠，課程設(shè)置有著較大的隨意性，課程內(nèi)容不規(guī)范，學(xué)校重知識的灌輸、輕精神的培養(yǎng)，缺少先進的教學(xué)方法和教學(xué)手段，教學(xué)條件局限性對課程設(shè)置造成影響，心理健康教育課程的評價無法真正體現(xiàn)心理健康教育課程教學(xué)的效果等方面的問題。借鑒國內(nèi)外同樣課題研究的成果，結(jié)合自身工作經(jīng)驗，從理論和實踐兩個方面對高職心理學(xué)課程設(shè)置進行探討，并提出了適應(yīng)高職學(xué)生的心理學(xué)課程設(shè)置的相應(yīng)對策，那就是要更新高職心理健康教育課程的基本設(shè)計理念重新定位心理健康教育的價值取向，創(chuàng)設(shè)良好的課堂心理氛圍，以充分開放的課堂教學(xué)接納高職學(xué)生，探尋建構(gòu)式教學(xué)的新型教學(xué)觀和教學(xué)方式，通過創(chuàng)造性的組織教學(xué)全面提高學(xué)生的素質(zhì)；深入探究社會需求，合理構(gòu)架心理健康課程體系，采取“原理課程健康課程活動課程“模式；充分利用團體心理輔導(dǎo)，使學(xué)生在相互交流與體驗中成長；對心理健康教育課程的教學(xué)進行科學(xué)的評價。關(guān)鍵詞高職、心理學(xué)、課程設(shè)置Ⅱ作者袁海燕指導(dǎo)教N周川

簡介：分類號分類號G416單位代碼單位代碼10110學(xué)號號S20070014中北大學(xué)中北大學(xué)碩士學(xué)位論文碩士學(xué)位論文心理學(xué)在高校思想政治教育中的應(yīng)用碩士研究生麻娟碩士研究生麻娟指導(dǎo)教師沈興全教授指導(dǎo)教師沈興全教授學(xué)科專業(yè)思想政治教育學(xué)科專業(yè)思想政治教育2010年4月26日2010年4月26日原創(chuàng)性聲明本人鄭重聲明所呈交的學(xué)位論文，是本人在指導(dǎo)教師的指導(dǎo)下，獨立進行研究所取得的成果。除文中已經(jīng)注明引用的內(nèi)容外，本論文不包含其他個人或集體已經(jīng)發(fā)表或撰寫過的科研成果。對本文的研究作出重要貢獻的個人和集體，均已在文中以明確方式標明。本聲明的法律責(zé)任由本人承擔(dān)。論文作者簽名日期關(guān)于學(xué)位論文使用權(quán)的說明本人完全了解中北大學(xué)有關(guān)保管、使用學(xué)位論文的規(guī)定，其中包括①學(xué)校有權(quán)保管、并向有關(guān)部門送交學(xué)位論文的原件與復(fù)印件；②學(xué)?？梢圆捎糜坝　⒖s印或其它復(fù)制手段復(fù)制并保存學(xué)位論文；③學(xué)?？稍试S學(xué)位論文被查閱或借閱；④學(xué)校可以學(xué)術(shù)交流為目的，復(fù)制贈送和交換學(xué)位論文；⑤學(xué)?？梢怨紝W(xué)位論文的全部或部分內(nèi)容（保密學(xué)位論文在解密后遵守此規(guī)定）。簽名日期導(dǎo)師簽名日期

簡介：河北工業(yè)大學(xué)碩士學(xué)位論文基于兒童發(fā)展心理學(xué)的兒童娛樂設(shè)施研究姓名李美申請學(xué)位級別碩士專業(yè)設(shè)計藝術(shù)學(xué)指導(dǎo)教師許曉云20081101基于兒童發(fā)展心理學(xué)的兒童娛樂設(shè)施研究IIRESEARCHONCHILDRENSERTERTAINMENTFACILITIESBASEDONCHILDRENSPSYCHOLOGICALDEVELOPMENTABSTRACTCHILDRENAREFLOWERSOFTHEHUMANRACEPIONEEROFTHEFUTUREPEOPLENOWPAYMEATTENTIONTOHOWTOCREATEAGOODEDUCATIONALENTERTAINMENTENVIRONMENTFCHILDRENDESIGNINGFCHILDRENISEVENMEIMPTANTSINCECHILDRENARETHEFUTUREOFHUMANDEVELOPMENTTHEREFETHEPURPOSEOFTHISPAPERISTOFINDADESIGNPATTERNOFCHILDREN’SENTERTAINMENTFACILITIESWHICHISSUITABLEFTHEDEVELOPMENTOFCHILDRENTOMAKESURETHATTHEDESIGNOFCHILDRENSENTERTAINMENTFACILITIESISNOTONLYINTERESTINGBUTALSOINSTRUCTIVEBYMEANSOFLIVELYACTIVITIESUNDERTHEINFLUENCEOFSOCIALBACKGROUNDEDUCATIONCHILDREN’SPHYSICALMENTALBEHAVIALDEVELOPMENTSCHANGEALOTWHILEDOINGVARIOUSGAMEBASEDACTIVITIESENTERTAINMENTFACILITIESAREOFGREATSIGNIFICANCEASTHEMAINPARTOFCHILDREN’SPLAYENVIRONMENTPROMOTINGTHEDEVELOPMENTOFCHILDREN’SGAMESBEINGAPLATFMFCHILDREN’SGAMECOMMUNICATIONENTERTAINMENTFACILITIESCONCENTRATETHENEEDSOFCHILDRENINTOASMALLSPACEPROVIDETHEMAJITYOFCHILDRENPLAYACTIVITIESENTERTAINMENTFACILITIESFCHILDRENSHOULDBEDESIGNEDTO“CHILDIENTED“BASEDONCHILDDEVELOPMENTPSYCHOLOGYSUMMINGUPFEATURESOFPHYSICALPSYCHOLOGICALDEVELOPMENTOFALLAGESCHILDRENTHISPAPERANALYZEDTHERELATIONSHIPBETWEENENTERTAINMENTFACILITIESPHYSICALPSYCHOLOGICALDEVELOPMENTOFCHILDRENASWELLASTHEDESIGNELEMENTSOFCHILDREN’SENTERTAINMENTFACILITIESWHICHINCLUDEFMCOLSTRUCTUREMATERIALSECURITYENVIRONMENTITALSORESEARCHEDTHEPRINCIPLEOFCHILDREN’SENTERTAINMENTFACILITIESDESIGNINTHEPARTABOVEINDERTOPROVIDETHEETICALBASISINSTRUCTIONTOTHEDESIGNOFMODERNCHILDPRODUCTKEYWDSCHILDRENSENTERTAINMENTFACILITIESCHILDRENPSYCHOLOGICALDEVELOPMENT

簡介：B一并中釬鬣夫蓐碩士學(xué)位論文叢叢壘堂墨窒魚鏖塹壘高主差堡塑逛塾至T編號學(xué)位申請人姓名范墅申請專業(yè)學(xué)位類別熬盎塑申請學(xué)位專業(yè)方向甚量壘疊墼盎指導(dǎo)教師姓名劐盎墊趲⑨碩士擘位論文MASTER。STHESISABSTRACTTHE21STCENTURYISATIMEOFINFORMATIONATIMEOFLINGUISTICSENGLISHBEINGAUNIVERSALLANGUAGE，THESTUDYONITESPECIALONITSLEXICALTEACHINGWILLATTRACTMOREATTENTIONENGLISHLEXICALTEACHINGPLAYSANIMPORTANTROLEINIMPROVINGTHESTUDENTS’ABILITIESOFLISTENING，SPEAKINGREADINGANDWRITING，SOMASTERINGALARGEAMOUNTOFVOCABULARYISTHEFOUNDATIONOFLEARNINGENGLISHWELLTHEAUTHOROFTHISTHESISBELIEVETHATTHESTUDYONLEXICALTEACHINGSHOULDPLAYTHEEMPHASISONTHESTUDYONTHEPRINCIPLEOFCOGNITIVEPSYCHOLOGYANDTHEANALYSISOFTHESTUDENTS’PSYCHOLOGYTHEAUTHOROFTHISTHESISCOMBINETHEFEATURESOFTHE113曲SCHOOLSTUDENTSWITHTHECONCEPTIONSOFCOGNITIVEPSYCHOLOGYRELATEDTOTHELEXICALTEACHINGONTHEBASEDOFTHERESEARCHRESULTSOFTHESCHOLARSATHOMEANDABROADANDSUMNLARIZEFIVEKINDSOFTEACHINGSTRATEGIESSUITFORTHESTUDENTS’PSYCHOLOGYFEATURESTEACHINGSTRATEGYACCORDINGTOTHESTUDENTS’ABILITIES；TEACHINGSTRATEGYBYINTEGRATINGPO硫ANDSPHERE；TEACHINGSTRATEGYBYTHECOMPARISONANDANALOGUE；TEACHINGSTRATEGYBYSYSTEMICINTEGRATIONANDTEACHINGSTRATEGYBYANALYSISTHECONTEXTOFCULTUREANDTHENCONDUCTASERIESOFEXPERIMENTSTOCONCLUDETHATDURINGTHEORGANIZATIONOFTEACHING，THETEACHERSSHOULDFOLLOWTHEDISCIPLESOFCOGNITIVEPSYCHOLOGYANDADOPTVARIOUSOFMETHODSTOGUIDETHESTUDENTS’AUTONOMOUSLEARNING，TOWIDENTHESTUDENTS’VOCABULARYTOENHANCETHEABILITYOFREADINGCOMPREHENSIONANDTHELANGUAGEUSE，TOCULTIVATETHESTUDENTS’COMMUNICATIVECOMPETENCE，ANDFINALLYTOADVANCETHESTUDENTS’ENGLISHAGGREGATELEVELTHISPAPERINCLUDESSIXPARTSTHEFIRSTPARTISANINTRODUCTION，WHICHFOCUSESONTHESIGNIFICANCEANDTHERESEARCHINGPROSPECTOFTHISSTUDYTHESECONDPARTISCONCERNEDWITLLTHEPRESENTRESEARCHSITUATIONANDTRENDOFDEVELOPMENTOFLEXICALTEACHINGATHOMEANDABROADTHETHIRDPARTINTRODUCESTHEFUNDAMENTALCOGNITIVECONCEPTSRELATEDTOLEXICALTEACHINGTHEFOURTHPARTANALYSESTHEAPPLICATIONOFCOGNITIVETHEORIESONLEXICALTEACHINGANDPROVIDESATHEORETICALBASISFORITTHEFIFTHPARTPRESENTSARESEARCHINGREPORTONLEXICALTEACHINGINTHEVIEWOFCOGNITIVEPSYCHOLOGYTHEREPORTPROVESTHATADIRECTANALYSISOFALEANER’SLEXICALINFORMATIONPROCESSINGWORKSDIRECTLYFORTEACHERSTOTEACHDIFFERENTSTUDENTSWITHDIFFERENTMETHODS，THUSDETOURSCANBEAVOIDEDANDBLINDNESSCANBEREDUCEDTHESIXTHPARTISACONCLUSIONWHICHPUTSFORWARDANEFFECTIVE

簡介：作者簽名雖皇日期211I§芻學(xué)位論文使用授權(quán)聲明本人授權(quán)沈陽師范大學(xué)研究生處，將本人碩士學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫進行檢索；有權(quán)保留學(xué)位論文并向國家主管部門或其指定機構(gòu)送交論文的電子版和紙質(zhì)版，允許論文被查閱和借閱；有權(quán)可以采用影印、縮印或掃描等復(fù)制手段保存、匯編學(xué)位論文。保密的學(xué)位論文在解密后適用本規(guī)定。作者簽名盈望日期麴叱B，馬．THEMEASUREMENTANDEXPLICITINTERVENTIONOFPRESCHOOITEACHERS’TACITPSYCHOIOGICAIKNOWLEDGEABSTRACTTHEPRESENTSTUDYTOOKTHEPRESCHOOLTEACHERASRESEARCHOBJECT，WHICHAIMEDTOEXPLORETHESTRUCTURETOMEASURETHEPRESCHOOLTEACHERS’TACITPSYCHOLOGICALKNOWLEDGE，ANDBASEDONTHEMEASUREMENTSTRUCTURETODEVELOPASETOFMEASUREMENTTOOLSACCORDINGTOTHEPSYCHOMETRICREQUIREMENTSTOEXPLICITLYEVALUATETHEPRESCHOOLTEACHES’TACITPSYCHOLOGICALKNOWLEDGE，ANDTOINVESTIGATETHESTATUSOFPRESCHOOLTEACHERS’TACITPSYCHOLOGICALKNOWLEDGEINLIAONINGPROVINCE．ONTHISBASIS，THROUGHTHEMETHODOFEXPERIMENTALDESIGN，WEHADOBSERVEDTHEEFFECTSOFEXPLICITINTERVENTIONONPRESCHOOLTEACHERS’TACITPSYCHOLOGICALKNOWLEDGESOASTOIMPROVETHEVISUALIZEDLEVELOFPRESCHOOLTEACHERS’TACITPSYCHOLOGICALKNOWLEDGE．BASEDONTHEDIFFERENCEANALYSISOFSELFDESIGNED‘PRESCHOOLTEACHERS’TACITPSYCHOLOGICALKNOWLEDGEQUESTIONNAIRE“’ABOUTAGE，TEACHINGAGE,EDUCATIONBACKGROUND，ANDKINDERGARTENTYPES，ANDFROMTWOASPECTSOFQUANTITYANDQUALITYINPRIVATEGARDENPRESCHOOLTEACHERS’TACITPSYCHOLOGICALKNOWLEDGEOFUNDERGOINGINTERVENTIONEFFECTANALYSIS．THECONCLUSION1‘PRESCHOOLTEACHERS’TACITPSYCHOLOGICALKNOWLEDGEQUESTIONNAIRE”WASCOMPOSEDOFFOURDIMENSIONS，WHICHARETACITKNOWLEDGEOFDEVELOPMENTALPSYCHOLOGY,TACITKNOWLEDGEOFEDUCATIONALPSYCHOLOGY,TACITKNOWLEDGEOFSELFPROFESSIONALPSYCHOLOGYANDTACITKNOWLEDGEOFINTERPERSONALPSYCHOLOGY；ANDITACHIEVEDGOODRELIABILITYANDVALIDITYANDCANBEUSEDASATOOLOFMEASURINGPRESCHOOLTEACHERS’TACITPSYCHOLOGICALKNOWLEDGE．2ATPRESCHOOLTEACHERS’VISUALIZEDLEVELOFTACITKNOWLEDGEOFDEVELOPMENTALPSYCHOLOGY,TACITKNOWLEDGEOFEDUCATIONALPSYCHOLOGY,TACITKNOWLEDGEOFSELFPROFESSIONALPSYCHOLOGYANDTACITKNOWLEDGEOFINTERPERSONALPSYCHOLOGY,THEREWERESIGNIFICANTDIFFERENCESAMONGPRESCHOOLTEACHERSWHOWEREINDIFFERENTAGE，TEACHINGAGE，EDUCATIONBACKGROUND，ANDKINDERGARTENTYPES．THEOVERALLTRENDISTHEPRESCHOOLTEACHERSAGEDWITHIN30WERESIGNIFICANTLYHIGHERTHANTHEPRESCHOOLTEACHERSAGEDFROM31TO40；PRESCHOOLTEACHERSWHOHAD3YEARWORKINGEXPERIENCESARESIGNIFICANTLYHIGHERTHANTHOSEWHOHADLESSTHAN3YEARS．THEPRESCHOOLTEACHERSWHOHAVEBACHELORDEGREE，ASSOCIATEDEGREEARESIGNIFICANTLYHIGHERTHANTHEPRESCHOOLTEACHERSGRADUATEDFROMJUNIORHIGHSCH001．THEPRESCHOOLTEACHERSFROMBUSINESSUNITARESIGNIFICANTLYHIGHERTHANTHEPRESCHOOLTEACHERSFROMKINDERGARTENRUNBYGOVERNMENTAGENCIESANDBYPRIVACY．3THROUGHTHEWAYSOFLECTURES，CASEANALYSIS，MUTUALCLASSES，GROUPDISCUSSIONS，THEDIARYREFLECTIONSANDSOON，THEVISUALIZEDLEVELOFPRESCHOOLTEACHERS’TACITPSYCHOLOGICALKNOWLEDGEWASENHANCED．KEYWORDSTACITPSYCHOIOGICALKNOWLEDGE，MEASUREMENT，EXPLICIT，INTERVENTION，PRESCHOOLTEACHERTT

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