1913-1914 was expanded into three volumes, namely, Human Nature, Learning Psychology, Work and Fatigue, and Personality Differences.
The name and system of western educational psychology began to be established.
The Development of Western Educational Psychology
(A) the initial stage (before the 1920s)
With the establishment of psychological system and the introduction of experimental methods, it is possible to solve problems in educational practice with scientific psychological viewpoints and methods.
The relevant research is not sufficient, and there is no consensus that educational psychology should study anything.
Thorndike's research and viewpoint on educational psychology system is the representative of this period.
(B) Development period (1920s-1950s)
Extensive absorption of relevant content, the scope of research continues to expand.
1 and after the 1920s, he absorbed the results of children's psychology and psychological tests and greatly expanded his own content.
2. After 1930s, subject psychology developed rapidly and became an integral part of educational psychology.
3. In the 1940s, Freud's theory spread widely, and motivation, personality and mental health became important research fields of educational psychology.
4. In 1950s, the rise of programmed teaching and teaching machines also influenced and changed the content of educational psychology.
(3) Maturity (1960s-1970s)
Since the 1960s, some new changes have taken place in the content and system.
First of all, the content is more and more concentrated, mostly around effective teaching and learning. The differences between theoretical schools are narrowing day by day, absorbing reasonable contents from each other, and the boundaries between schools tend to be blurred.
Second, pay more attention to the combination of educational practice and serving school education. Especially in the early 1960s, the curriculum reform movement initiated by Bruner pushed this enthusiasm to a climax. Humanism and social psychological factors in teaching have also aroused people's research interest.
(D) Deepening the expansion period (after 1980s)
Bruner summed up the achievements of educational psychology in recent ten years in 1994:
First, take the initiative to study how to make students actively participate in the process of teaching and learning, and have more control over their psychological activities;
The second is reflective research, which studies how to make students understand the meaning of what they have learned from the inside and adjust their learning;
The third is cooperative research, which studies how to let students share the human resources involved in the process of teaching and learning, and combine individual scientific thinking with peer cooperation;
Fourth, social and cultural research, which studies how the social and cultural background affects the learning process and results.