Educational psychology is an interdisciplinary subject between psychology and pedagogy. It is not the application of general psychological principles in education. The core of its research is students' learning rules and teaching rules based on learning rules. Therefore, it has its own unique research object. For example, the nature of learning, the process and conditions of learning, the motivation of learning, the monitoring of learning, the mastery of knowledge, the formation of skills and the formation of morality are all basic theories in educational psychology. In connection with this, educational psychology should study how to promote students' learning, that is, how to teach and how to learn, on the basis of studying students' learning rules, which is the application research of the basic theory of educational psychology. The research of educational psychology is of great guiding value to the educational process and methods, such as how to design teaching to promote students' active construction, deep understanding and flexible application of knowledge, how to cultivate students' skilled skills, and how to organize cooperative learning among students. In these aspects, educational psychology can provide effective guidance for teachers; Different from other disciplines in educational science, educational psychology focuses on providing suggestions for educational reform from the perspective of the learning laws of the educated, which is very important for curriculum and teaching designers, educational technicians, teachers and students.

First, pay attention to the study of basic knowledge, basic theories and methods to improve the ability to analyze and solve problems. Postgraduate examination is not only a test of what candidates have learned in the undergraduate stage, but also an inspection of whether they have the potential to engage in further professional research. Therefore, it is clearly stipulated in the syllabus that the assessment target is the basic knowledge, basic theories and methods of the subject learned in the undergraduate stage, as well as the ability to skillfully use these knowledge to analyze and solve problems.

The second is a comprehensive review, but it should be focused. The unified examination of pedagogy involves many subjects, which requires candidates to review comprehensively and increases the workload of review. However, the proportion of each subject is different, so we should focus on it while reviewing comprehensively. The second connotation of emphasis emphasizes that there should also be emphasis in a discipline. For example, the theoretical exposition in the fifth to eighth parts is the essence and hot spot of educational psychology, and it is also practical, so candidates should increase their efforts.

Third, the mastery of knowledge should be solid and skilled, not specious. The syllabus stipulates that the examination has many questions, a large number of questions and a short time. The exam time is still three hours. Candidates can complete all the questions in a short time only if they have a solid foundation and are skilled. In addition, the score of each small question is very high, and you can't give up any questions. The setting of analysis questions also requires candidates to be accurate when reviewing, and must not be specious.