Chapter I Introduction Section I Understanding of the Research Object and Task of Educational Psychology P3 I. The Research Object and Discipline Nature of Educational Psychology is a discipline that studies the psychological activities of the subjects and their development and change mechanisms, laws and effective promotion strategies in school education and teaching situations. The definition of educational psychology includes: (1) The research object of educational psychology is the characteristics, mechanisms, laws and promotion strategies of people's psychological activities in educational and teaching situations; (2) In the situation of teaching and learning in schools, both teachers and students are the themes of activities, the undertakers and organizers of psychology and action, and they all belong to the research category of educational psychology; (3) Educational psychology should not only reveal the characteristics, mechanisms and laws of the subject's psychological activities in the school education and teaching situation, but also pay attention to the promotion strategies to effectively promote the healthy development of the subject. (1) Research object of educational psychology Educational psychology is a science that studies the basic psychological laws of teaching in middle schools and schools, and it is an interdisciplinary subject between psychology and pedagogy. Education in a broad sense refers to all activities that can enhance people's knowledge and skills and improve people's thinking and behavior. From the perspective of space, it includes family education, social education and school education; From the content category, it includes social norm education, cultural knowledge education and psychological quality education. Education in a narrow sense generally refers to school education, which is an educational activity that exerts influence on the educated purposefully, planned and organized according to the needs of the times and society, following the laws of students' physical and mental development and age characteristics. Educational psychology focuses on the psychological activities of the subject in the educational and teaching situation and the mechanism, law and effective promotion strategies of its development and change. The research object of educational psychology is twofold: on the one hand, it is necessary to study the general mechanism and laws of the psychological activities of the subjects (teachers and students); On the other hand, it is necessary to study effective strategies to guide teaching and learning and promote the healthy development of subjects (mainly students). (2) The disciplinary characteristics and system of educational psychology 1. Disciplinary characteristics of educational psychology Educational psychology attaches importance to both basic theoretical research and applied development research. It is not only a theoretical discipline, but also a highly applied discipline. From the perspective of discipline category, educational psychology is not only a branch of psychology, with the characteristics and norms of psychological science, but also an interdisciplinary subject produced by the organic combination of pedagogy and psychology, so educational psychology has some characteristics of educational science. From the perspective of discipline task, educational psychology is not only a theoretical discipline, but also a highly applied discipline. As a branch of psychological science, educational psychology has both the characteristics of natural science and the distinctive characteristics of humanities and social sciences. To sum up, educational psychology is a discipline with distinct cross-characteristics, and its cross-characteristics mainly include: (1) the cross between psychological science and educational science; (2) The intersection of basic science and applied science; (3) The intersection of natural science and humanities and social sciences. The interdisciplinary characteristics of educational psychology stipulate the dual characteristics of educational psychology research. For example, the research of educational psychology should not only meet the norms and requirements of psychological science, but also have some characteristics of educational science. The interdisciplinary characteristics of educational psychology not only reflect the unique value of educational psychology, but also reflect its complexity. 2. The discipline system of educational psychology can be divided into discipline theory system, methodology system and content system. (1) theoretical system of educational psychology: basic theory-the understanding of human nature is the theoretical basis of educational psychology; Understanding the essence of education is the theoretical premise of educational psychology; Understanding the characteristics of students' development is the basis of theoretical construction of educational psychology. The subjectivity and interaction shown by teachers and students in teaching activities are the essential characteristics of education; The main goal of student development is the healthy development of students' psychological quality.

Discipline theory-as long as it includes scientific theory, domain theory and specific problem theory of educational psychology. (2) Methodological system, philosophical system, scientific background (the influence of scientific thoughts and the introduction of science and technology), methodological principles and empirical research methods of educational psychology (3) The content system of educational psychology-openness (a dynamic system that constantly absorbs the research results of this discipline and related disciplines), gradualism (a relatively stable and expanding gradual process) and inclusiveness (never excluding others because of emphasizing the main content) (3) The research task and value of educational psychology is 65,438+0, and its research task (1) is the theoretical exploration task of educational psychology. First of all, educational psychology is the intersection of psychological science and educational science from the perspective of discipline attributes, and its theoretical task should take into account both disciplines. As a branch of psychological science, the theoretical task of educational psychology lies in revealing the basic psychological laws of teaching and learning, enriching and developing the theories and facts of psychological science and educational psychology; From the perspective of educational science, the task of educational psychology should also study how to follow the psychological laws of teaching and learning to design educational content, reform and optimize the educational system, improve teaching efficiency and cultivate high-quality talents. Secondly, from the perspective of discipline tasks, educational psychology has the characteristics of both theoretical and applied disciplines. As a theoretical discipline, its basic task is to explore the psychological mechanism and laws of subjects acquiring knowledge, developing intelligence and forming a sound personality in teaching situations, so as to serve the construction of a scientific and reasonable theoretical system of educational psychology and promote the development of the whole psychological science and educational science. (2) The practical guiding task of educational psychology. Educational psychology takes it as its responsibility to study the psychological laws of subjects in teaching situations, and the psychological reflection and changes of subjects are always caused by external environment. In short, educational psychology mainly studies how students learn, how teachers teach and the interactive relationship between learning and teaching, aiming at understanding students' learning psychology, such as the nature, motivation, process and conditions of learning, and creating effective teaching situations based on these understandings, such as the utilization of learning resources, the arrangement of learning activities, the design of teacher-student interaction process and the management of learning process, so as to promote students' learning. 2. The value of learning and studying educational psychology A. The research task of educational psychology mainly has two aspects: (1) The basic task of educational psychology research (that is, the primary task) is to reveal the psychological laws of learning and teaching in the educational process, thus serving education. (2) The study of educational psychology should also contribute to the development of the whole psychological science theory. B, learn the value of educational psychology (1) to improve the theoretical literacy of educators and form a correct educational concept. (2) Improve the knowledge structure of educators and accelerate the professional development of teachers. (3) Understand the characteristics of teaching and learning, implement the principle of teaching students in accordance with their aptitude, and improve the efficiency of education. 3. The significance of learning educational psychology The theories and methods of educational psychology help us to establish school pedagogy on a scientific basis. Specifically, the significance of learning educational psychology mainly includes the following aspects: (1) increasing the understanding of school education process and student process; (2) The knowledge of educational psychology is the professional foundation of all teachers; (3) It is helpful to sum up the teaching experience scientifically; (4) Provide theoretical and methodological basis for school education, teaching reform and research.

Section II Understanding of Research Methods of Educational Psychology P 19 1. The thinking methods of educational psychology research may vary from person to person, but scientific educational psychology research must follow dialectical view, human nature view and systematic view. (1) Dialectical view Dialectical view advocates looking at things from multiple angles and levels with a development perspective, opposing empiricism and mechanism, and advocating a realistic, pluralistic, dialectical and scientific understanding route. Dialectical view is the way of thinking that all scientific research should follow, and educational psychology is no exception. Thorndike defined educational psychology as the science of human nature. The view of human nature refers to the fundamental view of human nature (whole). 1. From the point of view of organism, people are biological. 2. From the perspective of organism development, people are social. It has a unique consciousness, and looks at people from the fundamental difference between people and other creatures. (3) The research of systematic educational psychology should start from the whole educational system and comprehensively explore the mechanism and law of the subject's mental development. First, we should grasp the integrity of the subject's psychology; The second is to understand the hierarchy of the subject's psychology; The third is to analyze the dynamic nature of subject psychology; The fourth is to enhance the self-adaptability of the subject's psychology. Second, the basic principle of educational psychology research (1) The principle of objectivity refers to the spirit of seeking truth from facts in educational psychology research, that is, studying the essence, laws and mechanisms of educational psychological phenomena according to their original features, adopting a realistic attitude and following the principle of objectivity are the premise of scientific research. (II) Principles of Education Principles of education mean that in the research process of educational psychology, the research means and methods adopted should promote the healthy development of subjects' psychology, which is a basic ethical principle that all psychological research on people should follow. (3) The principle of integrating theory with practice in educational psychology research is determined by the nature of its applied disciplines. Following this principle requires that the research of educational psychology should be based on the educational situation, especially the actual needs of the discipline.

Set out to solve practical psychological problems in education and teaching. The development of modern educational psychology presents a trend-that is, the research focus is inclined from basic theoretical research to applied research. Third, the empirical research methods of educational psychology-descriptive research methods and experimental research methods (1) Descriptive research methods-observation, investigation and case study 1, observation methods-are methods to understand students' psychology by directly observing the teaching process and recording the performance or behavior changes of individual psychological activities. Observation is one of the most common and basic methods in educational psychology research. 2. Investigation method-that is, collecting the information of the internal psychology and explicit behavior of the respondents through various ways. There are many ways and methods of investigation, such as understanding the situation of the respondents through interviews, understanding the situation of students at home through home visits, and analyzing the learning situation of students through works (such as teachers' evaluation, students' homework, diaries, poems, compositions, grades, etc.). ). Questionnaire is the most widely used survey method. 3. Case study-a method to study the problems of a person or a group of people, sometimes combined with longitudinal follow-up research, systematically records the development process of some psychological activities of the subjects, the causes of the emergence and development of some teaching psychological problems, and puts forward corresponding solutions. This method is more suitable for special case studies, such as children with extraordinary ability, children with special talents, children with learning difficulties and children with bad moral character. (B) experimental research methods

1. Experimental research method refers to the method that experimenters intentionally control certain psychological phenomena caused by certain factors. Experimental methods mainly include laboratory experiments and natural experiments. 2. Natural experiment method has the advantages of both observation method and laboratory experiment method. 3. Three basic forms of natural experiment in teaching psychology: (1) single group experiment; (refers to the same group of subjects affected by different experimental factors twice; (2) the same group experiment; According to the experimental conditions, the trophy was immediately divided into groups with the same conditions as the experimental subjects for research; (3) Cyclic grouping test (a form of combination of single group and equal group, each test factor) is carried out in each group in turn). 4. Scientificalization of educational psychology research (1) Standardization of educational psychology research procedures: 1, theoretical discussion; 2. Select the topic; 3. Collecting and consulting documents; 4. Put forward research hypothesis; 5. Make a research plan; 6. Selection of research methods and objects; 7. The specific implementation of the study; 8. Collation and analysis of research results; 9. Check the research results; 10, writing a research report (2) Judging the effectiveness of educational psychology research is generally judged by processing the experimental process and results. The specific judgment steps are as follows: 1, whether the grouping of subjects in the study is random and homogeneous; 2. Whether irrelevant variables are effectively identified and controlled; 3. Whether the research process is effectively and reasonably controlled; 4. Whether the data analysis and processing of the research results are objective and reliable; 5. Whether the research process and results are representative and repeatable. Section III Historical Review and Development Prospect of Educational Psychology China's earliest educational psychology thought-

-Educational Psychology published by Thorndike 1903 is recognized as the symbol of the birth of scientific educational psychology. First, the birth of educational psychology (1) its background 1, social background: (1) the expectation of the western industrial revolution for education; (2) Urbanization and education development; (3) Educational problems brought by immigrants; 2. Philosophical background: (1) The influence of empiricism on educational psychology; -Locke's whiteboard theory emphasizes the role of education and environment; Thorndike's three learning laws and conditioned reflex emphasized by behaviorism are all based on Locke's Lenovo. (2) The influence of rationalism on educational psychology; -Descartes and Herbart emphasized the concept of talent. (3) The influence of positivism on educational psychology; -Comte emphasized that all human knowledge must be based on the empirical facts of observation and experiment; Under the guidance of positivism methodology, Thorndike formally promoted the emergence of educational psychology as an independent discipline. (4) The influence of pragmatism on educational psychology; -James and Dewey emphasized that we should base ourselves on real life. 3. Psychological background: (1) Educational psychology movement-emphasizing that pedagogy must be based on psychology; Its significance lies in: firstly, it makes educators understand the relationship between educational science and psychology and promotes the combination of them; Secondly, it provides a subject for direct research. (2) Psychometric movement-an important research method from speculation to scientific research; (3) Children's research movement-created conditions for the independence of educational psychology; (4) Feng Te's psychology of science-Feng Te established the first psychology laboratory in Leipzig on 1879, which marked the birth of psychology of science. (5) Ebbinghaus's memory research proves that human advanced psychology can be changed and improved. (6) The study of animal mind-Darwin's theory of evolution.

4. Scientific Theory Beijing-Evolution Theory (2) The symbol of the birth of educational psychology-the founder is Thorndike; Pauline, a famous American psychologist, said that "James and Dewey gave philosophical support to educational psychology, but Hall's inspiring dynamics promoted it, and later Thorndike and other scholars took it over", which made educational psychology a discipline. 1, Oxytocin in Educational Psychology (1) James's viewpoint of educational psychology-his main contributions are: pragmatic philosophy and A Talk with Teachers published in 1899; (2) Dewey's viewpoint of educational psychology-mainly affects educational theory, but his educational theory package contains rich educational psychology contents; Advocating psychological education; The contents of educational psychology mainly include the teaching principle of "learning by doing", curriculum and textbook psychology, learning psychology and moral education psychology in the growth theory (children's development view). 2. The establishment of Educational Psychology published by Thorndike in 1903 marked the birth of educational psychology, and on this basis, it was expanded into three volumes: Human Nature and Educational Psychology. This book is regarded as a milestone in the history of educational psychology. Second, the development of educational psychology (1) The development stage of educational psychology 1, the establishment stage (before the 1920s), the confusion stage (from the 1920s to the 1950s), the selection stage (1 0), the integration stage (after the 1990s) and (2) education. The understanding of the research object is different. 2. Lack of systematicness and stability in grasping the research content. 3. The disciplinary nature of educational psychology is ambiguous. 4. The uniqueness and scientificity of research methods need to be improved. 5. The direct guiding role of teaching practice needs to be strengthened. The basic trend of educational psychology development: (1) The research orientation has changed from behavioral paradigm and cognitive paradigm to situational paradigm; (2) In terms of research content, equal attention has been paid to teaching and learning, to cognition and non-cognition, to the complementarity of traditional fields and new fields, and to teaching psychology and learning psychology; (65,438+0) Deeply study the psychological motivation of teaching and learning, including success or failure attribution and achievement motivation. (2) Research on teaching and learning strategies-including learning strategies, teaching strategies and problem-solving strategies; (3) Research on expert system and expert teachers-The research on expert teachers mainly focuses on: the knowledge composition of expert teachers, the basic characteristics of teachers' teaching expertise, the development stage of teachers' teaching expertise, and the cultivation of expert teachers; (4) Research on reading comprehension and writing teaching, including the explanation of reading comprehension process, reading teaching of band diagnosis and diagnostic error correction, and reading comprehension teaching strategies; (5) Research on creativity and its cultivation-there are three research orientations about creativity: one is the research orientation of personality traits, the other is the research orientation of cognitive process, and the third is the research orientation of social psychology; (6) Research on teaching evaluation; 2. There are both cognitive research and non-cognitive research. 3. Emerging fields and traditional fields complement each other. At present, the new research fields mainly include the following aspects: (1) Research on mental health education in schools and the cultivation of students' sound psychological quality; (2) Psychological research of online education; (3) Psychological research on modern educational technology; (4) Humanization and ecologicalization of education; (3) In terms of research ideas, it emphasizes the unity of cognitive view and humanistic view, and the combination of analytical view and holistic view; (4) In terms of discipline system, it gradually turns from complexity and dispersion to system, synthesis and perfection; (5) In terms of research methods, we should pay attention to the combination of analysis and synthesis, quantity and quality, modernization and ecology, and humanistic spirit and scientific spirit.

The second chapter, psychological development and educational psychological development, refers to the changes of psychological function with the growth of age. Section 1 Cognitive development and education. Piaget's Cognitive Development Theory and Education (1) The Essence of Cognitive Development 1. Piaget believes that the essence of cognition (ability) is adaptation-that is, children's cognition develops from low level to high level on the basis of existing schema through internalization, adaptation and balance. 2. Illustration: refers to the cognitive structure used by children to adapt to the environment. 3. Assimilation: refers to the cognitive process in which children integrate new stimuli into existing schemata. 4. Adaptation: refers to the cognitive process of children adapting to new stimuli by changing existing schemas (or forming new schemas). 5. Balance: refers to the balance between assimilation and adaptation. 6. Children's cognition develops from low level to high level through the process of balance-imbalance-balance cycle. (2) Factors affecting cognitive development 1, maturity; (Possibility) 2. Practice and gain experience; (prerequisite) 3. Social experience; (a necessary and important factor) 4. Balance; (Determinants) (3) Theory of stages of cognitive development 1. Piaget's theory of stages of cognitive development includes: first, the specific meaning of "stage"; The second is the specific stage of development. 2. Piaget put forward the stage characteristics of cognitive development: (1) continuity and stage; (2) structural; (3) order invariance; (4) Intersection 3. Four stages: sensory movement stage, pre-operational thinking stage, concrete operational thinking stage and formal operational thinking stage; 4, cognitive development and teaching-education and teaching should pay attention to: first, provide activities; Activities include not only physical activities, but also internalized psychological activities-first of all, teachers should not only create a lot of physical activities for students, but also provide them with corresponding psychological activities opportunities; Second, in the formal operation stage, teachers should provide students with opportunities to learn real objects and events. The second is to create the best difficulty; Third, pay attention to children's thinking process; The fourth is to understand the limitations of children's cognitive development level; Fifth, let children participate in social activities more. Environmental education is more important than knowledge education. Second, Vygotsky's cognitive development theory Vygotsky is a famous psychologist in the Soviet Union and one of the founders of the social, cultural and historical school. It emphasizes the important role of social culture in cognitive development, so it is called the theory of cultural and historical development. (1) theory of cultural and historical development 1. People's advanced psychology is a random psychological process, which is not innate, but restricted by human culture and history. Advanced psychology includes cognitive ability. 2. Viewpoint of social origin: (1) Two instrumental theories: one is material tools; One is a spiritual tool, which mainly refers to the unique language and symbols of human beings. On the one hand, spiritual tools are produced and developed with the use of material tools; On the other hand, the use of spiritual tools promotes the further development of material tools. (2) Two psychological functions: one is the low-level psychological function obtained by biological evolution; The other is the fruit of cultural and historical development (advanced psychological function mediated by psychological tools). (2) The essence of psychological development 1. Vygotsky believes that psychological development refers to the process that a person's psychology (from birth to adulthood) gradually transforms into advanced psychological function on the basis of lower psychological function under the influence of environment and education.

2. Five aspects of psychological function development from low level to high level: (1) random function of psychological activities; (2) the abstract generalization function of psychological activities; (3) the formation of advanced psychological structure; (4) Social, cultural and historical constraints; Individualization of psychological activities (5) (the formation of personality is an important symbol of the development of advanced psychological functions) (3) Cognitive development and teaching: the first is the significance of teaching; "Creation" affects students' psychological development. The second is to emphasize activities; The third is the recently developed area; Illustrates the possibility of children's development. "Teaching should be ahead of development;" Fourth, learning has an optimal period; Fifth, the internalization theory of cognitive development; Internalization refers to the process of transforming external practical activities into internal psychological activities. The theoretical basis of reflective experience is the theory of death internalization. Reflective experience is based on students' independent exploration and practice, and teachers guide students to reflect on the learning process of the whole class. Section 2 personality development and education. The significance and influencing factors of personality development (1) The significance of personality development 1. Personality is an organic combination of various psychological characteristics gradually formed by individuals on the basis of congenital inheritance and through the acquired social environment. Once personality is formed, it will affect personal behavior for a long time. The difference between congenital inheritance and acquired environment determines that individuals will form their own different personality characteristics. (2) Factors affecting personality development 1. Temperament: refers to the stable psychological and behavioral characteristics of individuals in emotional response, activity level, attention and emotional control. Thomas and Chase divided children's temperament into easy type, difficult type and slow active type. 2. Family: Important people in the family (especially parents) and their upbringing will have a long-term and direct impact on children's personality development. Parental rearing patterns-Baumlander can be divided into four categories: authoritative, authoritarian, doting and neglecting. 3. School-the influence of school on children's personality development: (1) classroom teaching, forming a scientific world outlook; (2) class collective; Good class spirit can make students form personality characteristics such as unity and friendship, cooperation and selflessness. Cultivate students' sense of responsibility and organizational discipline. (3) teachers; Example. Second, the development and cultivation of personality-eight stages of Eriksson's psychological and social development Third, the development and cultivation of self-awareness 1. Self-awareness refers to the subject's understanding and attitude towards himself, others and society, and it is a multi-dimensional and multi-level psychological system. 2. Self-concept-an individual's overall understanding of himself. Students' self-concept includes non-academic and academic aspects; Self-evaluation-an individual's evaluation of himself after self-feeling, self-observation and self-analysis. Self-esteem-whether an individual has valuable or important experience to himself, including self-esteem and respect. Section 3 Social development and education. The connotation of social development (1) The essence of sociality: Sociality in a broad sense refers to the synthesis of all social characteristics formed by people in the process of social life, including social psychological characteristics, political characteristics, moral characteristics, economic characteristics, aesthetic characteristics and philosophical characteristics, which are relative to the biology of people as biological individuals. (2) Social development: It refers to that individuals master social norms, form social skills, learn social roles, acquire social needs, attitudes and values, and develop social behaviors in the process of interaction with social living environment on the basis of their biological characteristics.

So as to better adapt to the social environment. The essence of social development is that individuals grow from natural persons to social persons. II. Development and education of prosocial behavior (I) The meaning of prosocial behavior refers to behaviors that are beneficial to others and society, including helping others, comforting others, sharing and cooperating. The development process of individual prosocial behavior is the expression of their improving moral understanding and enriching moral emotion. (2) The development stage of prosocial behavior-Eisenberg used dilemma stories to discuss the development of children's prosocial behavior. (3) Ways to acquire prosocial behavior 1. Conditional empathy response is a training method aimed at improving children's ability to observe, understand and resonate with others' emotions. Specific methods include listening to stories, guiding understanding, continuing to write stories, and playing roles. 2. Direct training-refers to teachers using all learning and game activities to guide and train children to show good behaviors such as cooperation, humility and sharing in practice. 3. Observational learning-setting a certain example for students to imitate intentionally or unintentionally can effectively promote the formation and development of students' prosocial behavior. On the one hand, the prosocial behavior of adults will become an example for children to learn and induce similar prosocial behavior of children; On the other hand, children are often guided by role models, and it is easier to internalize the principle of altruism, thus contributing to the development of altruism. Third, the development and education of aggression (1) The meaning of aggression is an act that often intentionally hurts and provokes others. It has a negative impact on the personality and moral development of children and adolescents, and even leads them to commit serious crimes. (ii) Classification of aggression 1. According to the forms of attack: physical attack (using body movements), verbal attack (through oral language) and indirect attack (through the help of a third party). 2. According to the reasons for the attack, it can be divided into active attack (taking the initiative to launch without being angered) and reactive attack (the attack reaction after being attacked or angered by others). 3. According to the purpose of attack: hostile attack (intentional injury to others) instrumental attack (injury to others without attack purpose) (3) methods of changing attack behavior 1, fading method-ignoring 2, temporary isolation method-behavioral intervention methods that prevent the perpetrator from being strengthened or away from intensified stimulation for a period of time in order to suppress the occurrence of a specific behavior. 3. Model Law 4. Role playing method 4. The development and cultivation of peer relationship (1) The meaning of peer relationship refers to an interpersonal relationship established and developed between individuals, especially between peers. (2) the development of friendship 1. The development of children's friendship is characterized by intimacy, stability and selectivity. 2. selman put forward the unstable friendship of 1(3-7 years old) in the five stages of children's friendship development; Stage 2(4-9 years old) one-way help relationship; Stage 3(6- 12 years old) two-way help relationship; (Interactive and utilitarian)