During the holiday, I read Professor Pi Liansheng's Educational Psychology. This book expounds the meaning, significance and characteristics of instructional design, briefly introduces the origin, development and future trend of instructional design, systematically combs the theoretical basis of instructional design, and generally introduces the process model of instructional design. It permeates the learning theory and teaching psychology in psychology into all aspects of instructional design. It is an important document for theoretical research and applied research of instructional design, and also an important reference for the research of instructional design in China. Its greatest feature is that it provides a more detailed theoretical basis for learning and a relatively complete theoretical paradigm for instructional design. I feel very rewarding after reading it. The following is my understanding of the contents of the book.

First, the research direction of educational psychology. Psychology, as a science that studies human psychological phenomena and reveals the laws of human psychological activities, has rich and varied contents. Educational psychology is a branch of the psychological system that is most closely related to educational work. In order to know what it studies, it is necessary to conduct a comprehensive investigation and understanding of its object, nature, content, scope and task.

Secondly, the purpose of learning educational psychology. Why do teachers have to study educational psychology?

After reading it, I have this understanding: First, it is because teachers must study educational psychology in order to form excellent psychological quality. This book emphasizes that only by studying educational psychology seriously can teachers know what excellent psychological qualities they must have as a people's teacher, so as to consciously cultivate these psychological qualities. Secondly, it is because teachers must study educational psychology in order to improve their professional level of education. This book makes a concise summary and generalization: it can effectively improve the quality of teaching. In the teaching process, psychological problems abound. Only by studying educational psychology can teachers systematically and comprehensively grasp the laws and age characteristics of students' cognitive process, choose appropriate teaching materials and take corresponding measures to effectively improve teaching quality; It can also better cultivate students' moral character.

Teachers who have studied educational psychology can master the law of students' moral formation and the psychological characteristics formed under the influence of various factors; You can teach students in accordance with their aptitude more pertinently; We can sum up our educational experience scientifically. I think this is also the basis of the first point, which is to prepare for improving the quality of teaching.

Psychological thinking on learning and teaching

After reading this book, my first feeling was that it corrected my understanding of some psychological principles. Specifically, I knew a little about the psychological theory of teaching before, but after reading the book, I found that some theories were not what I knew before, and my previous understanding was one-sided, and some were even wrong.

For example, I have used Ebbinghaus forgetting curve many times in my own writing. Reading articles in magazines, I can occasionally see the author quoting this psychological principle. However, as we all know, Ebbinghaus used meaningless syllables as memory materials to get this forgetting rule. Later studies have proved that if the learning materials are meaningful concepts and principles, it is difficult for students to forget them once they understand them. At this time, it is obvious that Ebbinghaus's forgetting curve cannot be used to describe the learning and forgetting of concepts and principles. This sentence has a great influence on me. Standing in front of Psychology, I feel really small. At the same time, this discussion also reminded me to increase meaningful learning in my usual teaching. In this regard, there is a similar discussion in the book. For example, according to Gagne's classification of learning, known learning can be divided into verbal information, intellectual skills and cognitive strategies. In the sub-class symbol learning of phonetic information, because symbol learning belongs to mechanical learning, learners can artificially give meaningless materials a certain meaning, making mechanical learning easier to remember. This method of improving memory is called mnemonics. So, can it be inferred that if the mnemonic method is used to memorize Ebbinghaus's meaningless syllable materials, then the forgetting rule is no longer "fast first and then slow"?

For another example, when discussing teaching problems, we often hear the saying of "student-centered". So, what exactly is student-centered teaching? Generally speaking, "student-centered" means respecting students, following their thinking, and so on. These are of course correct, but they are obviously not specific. Today's constructivist learning view tells us that students should carefully consider the existing knowledge, skills, attitudes and beliefs that students bring into the teaching situation when teaching with students as the center. At the same time, it is emphasized that student-centered teaching does not mean that teachers give up their teaching responsibilities. In the section "Process and Conditions of Rule Learning", it is clearly pointed out that in the classroom teaching situation, students discover fewer rules independently, while teachers discover more rules. This view reminds me that although students are the masters of learning and learning is the process of students' self-construction of knowledge, the initiator of this "process" is teachers, and teachers are also the key factors to ensure the smooth progress of this "process".

There are many similar situations, such as teacher-led, student-centered, step by step and other teaching principles. , has always been considered to have a certain scientific basis, but the fact is that these teaching theories are all philosophy teaching theories. Science-oriented teaching theory began to rise in the 1960s. Also, if you read the "Learning Psychology" section, you will find that mechanical learning plays an important role in learning psychology, and strengthening these stimulating means has orthodox psychological significance.

After reading this book, my second feeling is that some of our usual seemingly "not so good" practices actually have important psychological principles. Specifically, in our usual teaching, some teaching methods are labeled with "quality education" or "new curriculum", but under these "hats", important psychological principles are hidden.

For example, Thorndike put forward that learning can be regarded as the connection between stimulus and response according to the puzzle experiment, and based on this experiment, he put forward three learning laws: the law of preparation, the law of practice and the law of effect. These three laws reflect the important role of learning motivation, practice, reinforcement and feedback in this kind of learning. On this basis, it is further proposed that the essence of learning is the formation and consolidation process of conditioned response, and the most important conditions affecting learning are motivation and reinforcement. Although there is a certain gap between these research results and today's constructivism psychology, they also reflect the nature of learning to some extent. Based on this, I have to think of Zhu Guorong's lecture "Rectangular Area" in Hangzhou: In class, after students have found that "length times width" means "how many lines times several lines", Mr. Zhu arranged a series of intensive exercises on "how many lines are there". At that time, I felt that this process was a bit rigid, or that the students experienced a little less ingredients and felt "not very good". But looking at this process from the perspective of learning psychology today, we find that it conforms to the laws of psychology.

After reading this book, the third feeling is that it has increased my understanding of the relationship between teaching and psychology. Specifically, I only knew how to do it before, but I didn't know why. Is there any theoretical basis? After reading the book, I found the connection between teaching and psychology.

For example, in the article Re-discussing Mathematics Teaching Psychology, Zhang Xinghua mentioned that Professor Tu Rongbao of Nanjing Normal University clearly pointed out in his book Mathematics Teaching Epistemology that the basic mode of constructivist learning is "assimilation and adaptation". Professor Zheng Yuxin once said: "Constructivism does not seem to be a brand-new proposition." According to this, Teacher Zhang suggested that the way to realize construction is nothing more than "assimilation and adaptation" in traditional psychology, and the process of meaning construction is nothing more than assimilation and adaptation. Does this statement make sense? I put a question mark in my heart when I saw it. This time, I have a clear understanding of this. For example, the book says: "An important idea of learning assimilation theory or constructivist learning view is that students use the original knowledge structure to assimilate (or construct) new knowledge." It can be seen from this sentence that assimilation and construction are the same thing. Therefore, it is completely correct to say that the basic mode of constructivist learning is' assimilation and adaptation'. In other words, although traditional psychology only studies animals and low-level thinking, such as mechanical memory or reaction, its principles are universal in human learning.

For another example, let's think about what learning "drawing a circle with compasses" belongs to. It is generally believed that this is an action skill. Judging from Gagne's classification of learning achievements, "drawing a circle with compasses" is a clever skill. Since it is a smart skill, we should follow the teaching strategy of smart skills in teaching, rather than thinking about "action".

After reading this book, my fourth feeling is that I have increased my confidence in teaching and research. Specifically, I used to think that teaching research is a very profound thing, something that only very smart people can do, but now, I think I can try.

For example, psychologists and scholars at home and abroad have found through long-term investigation that the teaching effect is not significantly related to the intelligence level of teachers, and the knowledge level of teachers is not significantly related to the academic performance of students.

For another example, the survey shows that it is almost impossible to become an expert teacher without a lot of classroom teaching practice. To become an expert teacher, we must accumulate rich teaching experience.

We are all in the front line of teaching and doing a lot of teaching practice. We can all become teaching experts because we have such conditions.