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To say that the child learns by imitation and that the way to teach is to set a good examp

le oversimplified. No child imitates every action he sees. Sometimes, the example the parent wants him to follow is ignored while he takes over contrary patterns from some other example. Therefore we must turn to a mom subtle theory than "Monkey see, monkey do".

Look at it from the child's point of view. Here he is in a new situation, lacking a ready response. He is seeking a response which will gain certain ends. If he lacks a ready response for the situation, and cannot reason out what to do, he observes a model who seems able to get the right result. The child looks for an authority or expert who can show what to do.

There is a second element at work in this situation. The child may be able to attain his immediate goal only to find that his method brings criticism from people who observe him. When shouting across the house achieves his immediate end of delivering a message, he is told emphatically that such a racket is unpleasant, that he should walk into the next room and say his say quietly. Thus, the desire to solve any objective situation is overlaid with the desire to solve it properly. One of the early things the child learns is that he gets more affection and approval when his parents like his response. Then other adults reward some actions and criticize others. If one is to maintain the support of others and his own self-respect, he must adopt responses his social group approves.

In finding trial responses, the learner does not choose models at random. He imitates the person who seems a good person to be like, rather than a person whose social status he wishes to avoid. If the pupil wants to be a good violinist, he will observe and try to copy the techniques of capable players; while some other person may most influence his approach to books.

Admiration of one quality often leads us to admire a person as a whole, and he becomes an identifying figure. We use some people as models over a wide range of situations, imitating much that they do. We learn that they are dependable and rewarding models because imitating them leads to success.

The statement that children learn by imitation is incomplete because______.

A.they only imitate authorities and experts

B.they are not willing to copy their parents

C.the process of identification has been ignored

D.the nature of their imitation as a form. of behavior. has been neglected

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更多“To say that the child learns by imitation and that the way to teach is to set a good examp”相关的问题

第1题

下列哪项不符合M7

A.分为未成熟型和成熟型

B.未成熟型外周血有原巨核细胞

C.成熟型的骨髓及外周血中以单圆核和多圆核病态巨核细胞为主

D.未成熟型的骨髓中原巨核细胞>30%(非红系细胞)

E.未成熟型的骨髓中原巨核细胞<30%(所有有核细胞)

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第2题

下列哪项不符合M7()

A.M7分为未成熟型和成熟型

B.未成熟型的骨髓中原巨核细胞>30%(非红系细胞)

C.未成熟型的骨髓中原巨核细胞<30%(所有有核细胞)

D.未成熟型外周血有原巨核细胞

E.成熟型的骨髓及外周血中以单圆核和多圆核病态巨核细胞为主

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第3题

下列哪项不符合M7A、M7分为未成熟型和成熟型B、未成熟型的骨髓中原巨核细胞>30%(非红系细胞)C、未成

下列哪项不符合M7

A、M7分为未成熟型和成熟型

B、未成熟型的骨髓中原巨核细胞>30%(非红系细胞)

C、未成熟型的骨髓中原巨核细胞<30%(所有有核细胞)

D、未成熟型外周血有原巨核细胞

E、成熟型的骨髓及外周血中以单圆核和多圆核病态巨核细胞为主

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第4题

AML-M7未成熟型主要增多的巨核细胞是A.产板型巨核细胞B.原始巨核细胞C.裸核巨核细胞D.颗粒型巨核

AML-M7未成熟型主要增多的巨核细胞是

A.产板型巨核细胞

B.原始巨核细胞

C.裸核巨核细胞

D.颗粒型巨核细胞

E.幼稚巨核细胞

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第5题

CML加速期外周血和骨髓中原始细胞的特征是A.原粒细胞(Ⅰ型+Ⅱ型)≤10% B.原粒细胞(Ⅰ型+Ⅱ型)>10% C

CML加速期外周血和骨髓中原始细胞的特征是

A.原粒细胞(Ⅰ型+Ⅱ型)≤10%

B.原粒细胞(Ⅰ型+Ⅱ型)>10%

C.原粒细胞(Ⅰ型+Ⅱ型)≥20%

D.原淋+幼淋≥20%

E.原单+幼单≥20%

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第6题

CML慢性期外周血和骨髓中原始细胞的特征是A.原粒细胞(Ⅰ型+Ⅱ型)≤10% B.原粒细胞(Ⅰ型+Ⅱ型)>10% C

CML慢性期外周血和骨髓中原始细胞的特征是

A.原粒细胞(Ⅰ型+Ⅱ型)≤10%

B.原粒细胞(Ⅰ型+Ⅱ型)>10%

C.原粒细胞(Ⅰ型+Ⅱ型)≥20%

D.原淋+幼淋≥20%

E.原单+幼单≥20%

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