1, educational psychology contributes to the improvement of teachers' level.

The construction of teachers' team focuses on teachers, whose quality includes both professional quality and educational quality. Educational psychology is an important part of educational theory and technology, which not only helps to improve teachers' theoretical literacy, but also helps to improve teachers' ability to solve practical educational problems.

2. Educational psychology is conducive to improving the quality of education and teaching.

Educational psychology helps teachers to understand students more deeply and improve the pertinence of education and teaching. Learning educational psychology can help us understand the psychological basis of teaching methods more deeply, so as to master teaching methods and educational means more actively and scientifically, enrich our teaching art and improve teaching quality in an all-round way.

3. Educational psychology contributes to the reform of education and teaching.

Throughout the international and domestic successful education and teaching reforms, all of them are psychology, and they are mainly supported by educational psychology. The most typical examples are Bruner in the United States, zankov in the former Soviet Union and Wagenshein (he is a psychologist). These three world education reformers appeared in 1950s and 1960s respectively.

Learning educational psychology is conducive to improving the level of dialectical materialism and teachers' self-education consciousness; It is conducive to better ideological education for students, to do a good job in teaching and educating people, and to raise teaching and educating people to a more scientific level; It is also beneficial for teachers to sum up their work experience and consciously carry out educational research.

Extended data:

Educational psychology is an interdisciplinary subject. Therefore, educational psychology has a dual task, which has the nature of pedagogy and psychology.

First of all, study and reveal the nature, characteristics and types of students' learning in the education system, as well as various learning processes and conditions; So psychology can be further developed in the field of education.

Secondly, it studies the psychological principle of how to use students' learning and its laws to design education, reform and optimize the education system, so as to improve the efficiency of education and accelerate the cultivation of talents.

Baidu encyclopedia-educational psychology

The role of educational psychology

Educational psychology has the function of describing, explaining, predicting and controlling educational practice. In practical application, it is embodied in the following aspects:

First, help teachers understand the problem accurately.

(A) to help teachers understand the reasons for students' learning difficulties. Through the study of educational psychology. Teachers can accurately, reasonably, effectively and comprehensively understand students and make correct decisions.

(B) Educational psychology helps teachers to form a new scientific understanding of educational phenomena. With the rapid development of social economy and science and technology, educational psychology is constantly improving in adapting to social development. A correct analysis and understanding of educational phenomena in society requires not only a profound historical vision and a broad realistic vision, but also the knowledge, principles and research results of educational psychology.

Second, provide scientific theoretical guidance for practical teaching.

(a) Educational psychology provides general principles or techniques for practical teaching. Teachers can combine the actual teaching content, teaching objects, teaching materials, teaching environment and so on. And turn these principles into specific teaching procedures or activities.

(2) The basic knowledge of educational psychology is helpful to make teachers' work conform to their own teaching psychology and learners' learning psychology, resulting in more optimized teaching effect. From the examination university

Third, help teachers predict and interfere with students.

(1) Using the principles of educational psychology, teachers can not only correctly analyze and understand students, but also predict their behavior or development direction, and take corresponding intervention or preventive measures to achieve the expected results.

(2) Learning educational psychology is helpful for teachers to impart knowledge, cultivate ability, develop intelligence and cultivate innovative consciousness and ability in the process of teacher-student interaction, so as to better control the process of teaching and learning and better teach students.

Fourth, help teachers conduct research in combination with teaching practice.

Educational psychology not only provides general theoretical guidance for practical education activities, but also provides rich examples for teachers to participate in teaching research. That is, educational psychology provides teachers with scientific research ideas and methods, so that teachers can not only understand and apply some basic principles and methods, but also conduct creative research in combination with their own teaching practice to verify these principles and solve specific problems.

On the Significance of Learning Educational Psychology

Learning efficiency is a very important issue.

Many students' poor academic performance is often caused by low learning efficiency. Low learning efficiency is often caused by many factors.

Low interest in learning, bad study habits and physical illness will all affect learning efficiency. Below, we will make a comprehensive investigation on this.

1. Self-evaluation of learning problems Everyone with learning disabilities doesn't really know what his problem is. In order to suit the remedy to the case and solve the problem, self-evaluation of learning problems is particularly important. The self-evaluation of learning problems can be mainly carried out in the following aspects: L. Time arrangement. People with learning disabilities should reflect on the following questions: (1) Do you seldom set clear goals before learning, such as how long it will take to finish?

(2) Whether there is often no fixed learning schedule. (3) Whether the time is often delayed so that the homework cannot be completed on time.

(4) Whether the study plan is always valid only a few days ago. (5) Whether the study time in one week is less than 10 hour.

Do you spend all your time studying? 2. Whether the state of complete concentration of attention problem (1) can only be maintained for 10 to 15 minutes.

(2) When studying, are there often novels, magazines and other things that distract me? (3) Whether you often have fantastic experiences when you study.

(4) Whether you often chat with people while studying. 3. Does the problem of learning interest (1) swell at the sight of the beginning of the book?

(2) Whether you only like liberal arts and don't like science. (3) Whether it is often necessary to force yourself to study.

(4) Have you ever consciously strengthened your learning behavior? 4. Whether the learning method problem (1) often uses naval warfare to improve the problem-solving ability.

(2) Whether mechanical memory is often used. (3) Have you ever asked your good classmates about learning methods?

(4) Whether you never ask the teacher questions. (5) Do you seldom take the initiative to learn extracurricular supplementary reading materials?

Generally speaking, the more positive answers (yes) to the above questions, the lower the learning efficiency. Every student with learning problems should list his main problems from the above four types of problems, and then carry out targeted treatment.

For example, a student's problem is this: in terms of time arrangement, he always likes to drag the task to the second master; On the issue of attention, he always likes to chat with people in the dormitory while reading; In learning interest, he is not interested in specialized courses, but he is very interested in some courses of affiliated departments; The learning method mainly adopts mechanical memory method. As soon as the students' illness is listed, we can take effective treatment measures.

Second, the self-improvement method 1. SQ3R method The SQ3R method put forward by Robinson is a good way to improve learning efficiency. SQ3R is abbreviated from the initials of the words survey, question, read, return and review.

(1) survey: skimming. When you want to read a book or an article, you must use the title and subtitle to understand the general content, and also grasp the beginning, end and paragraph to ask the sentences connecting the preceding with the following.

In this way, you will have a clear goal, which is conducive to further study. (2) Questioning: That is, when studying, we should focus on basic issues such as people, things, time, place and reasons, and at the same time find out what we don't understand.

If you are studying a text, asking questions in the preview can increase your awareness of class participation. If you can read relevant materials with questions when studying a subject, you can be more targeted.

(3) Reading: The purpose of reading is to find the answer to the question. You don't need to chew the text repeatedly, but you should pay attention to understanding the meaning. Some books should be read quickly, which helps to improve your knowledge, while others should be read carefully and pondered over their meaning.

(4) Recitation: After reading a few paragraphs, close the book and think about what you said before. You can make some simple reading summaries in your own language, find out the key expressions from them, and summarize your thoughts into several points in refined language. This will not only help you remember, recite or retell, but also help you improve your expressive ability and make your thinking more logical. This method of trying to recite is better than simply repeating it many times.

(5) Review: After reading everything, it is necessary to review it again. When reviewing, you can refer to the summary of notes and distinguish the different meanings of different levels between paragraphs.

The main function of review is to avoid forgetting. Generally speaking, reviewing in time is the most effective. Over time, review can be gradually reduced, but regular review helps to consolidate the learning effect. That's what the so-called "never leave your hand, never leave your mouth" means.

2. Self-shaping method The SQ3R method introduced above is a learning method, which can only solve the learning problems caused by the lack of methods. For learning problems caused by other reasons, other methods should be considered comprehensively, and self-shaping method is a comprehensive method.

(1) Select a target. After analyzing the reasons of low learning efficiency, you have found your own crux, but you can't change it in a hurry, but you should first choose one of the more feasible ones to make a key breakthrough.

We often observe that some students will make a grand study plan immediately after being reprimanded by their elders. In fact, nine times out of ten, this plan can't be implemented. While learning English, one day I suddenly made up my mind to start by reading the original novel. So, I borrowed a world famous book "Martin Eden" and announced to my friends that I would spend a month eating this book.

As a result, I didn't even finish reading the first page because the new words in it were hard to find. Later, I chose a moderate learning goal, starting with the simplified version of world famous books. As a result, the more I read, the more interested I am, and I no longer regard English as a fear.

(2) Implement new learning procedures. If the crux of your problem is procrastination, you should make a rule for yourself and avoid sleeping every day if you don't finish the scheduled task. If your compliment is inattention, then you should analyze the reasons for inattention.

If you don't concentrate on reading in the dormitory, you must order yourself to read in the classroom. If you don't concentrate after watching for half an hour, you should have a short rest.

A Brief Introduction to the Significance of Educational Psychology —— A brief introduction to the educational significance of cognitive differences is the answer of educational psychology.

Piaget's theory of cognitive development A: Piaget, a Swiss psychologist, believes that children's cognitive development from birth to adulthood is not a simple accumulation process with an increasing number, but a continuous reconstruction of assimilation cognitive structure, which makes cognitive development form several periods or stages in an unchanging order.

He divided the cognitive development from infancy to adolescence into four stages: perceptual movement, pre-operation, concrete operation and formal operation. 1, perceptual motor stage (0-2 years old), in which children's cognitive development is mainly the differentiation of feeling and action.

At the end of this stage, thinking begins to sprout. (2) Preoperative stage (2-7 years old). At this stage, children's various perceptual movement schemas begin to be internalized into representation schemas, and their thinking has the following main characteristics: one-dimensional thinking, irreversibility of thinking and self-centeredness.

(3) In the specific operation stage (7- 1 1 year), children already have abstract concepts in their cognitive structure, and their thinking can be reversed and they can make logical reasoning. This stage is marked by the formation of the concept of conservation.

The characteristics of their thinking are: multi-dimensional reversibility, self-centeredness and concrete logical reasoning. (4) In the stage of formal operation (1 1- 15 years old), children's thinking has transcended the dependence on concrete sensible things, freed from the content and entered the stage of formal operation.

Two. Discuss students' personality differences and their educational significance. A: 1 personality refers to the stable attitude towards reality and the corresponding habitual behavior pattern formed by individuals in the process of life.

Individual differences in personality are manifested in two aspects: differences in personality characteristics and differences in personality types. The differences of personality characteristics can be divided into four aspects: personality characteristics of attitude towards reality, rational characteristics of personality, emotional characteristics of personality and will characteristics of personality.

The type difference of personality refers to the unique combination of personality characteristics shared by a group of people, such as introversion and extroversion, independence and conformity. 3 educational significance: personality will affect students' learning style, learning speed and quality; Gender differences in personality will affect students' choice of learning content and students' social learning and individual socialization.

Therefore, school education should pay more attention to the role of emotional factors, so that the selection and organization of educational content can better adapt to students' personality differences. Third, briefly describe the educational significance of cognitive differences. A: There is no difference between good and bad cognitive styles, but students' preference for adding information, which mainly affects students' learning styles.

Intelligence is an important factor affecting learning. Under the traditional teaching conditions, intelligence is a reliable predictor of academic performance.

Intelligence does not affect whether learning can happen, but mainly affects the speed, quantity, consolidation and migration of learning. All these cognitive differences show that we must constantly reform teaching according to the characteristics and functions of students' cognitive differences and strive to teach students in accordance with their aptitude.

First of all, we should create a teaching organization form that adapts to students' cognitive differences; Secondly, adopt teaching methods that adapt to cognitive differences; Finally, use teaching methods that adapt to cognitive differences. Fourth, briefly describe the basic characteristics of psychological development A: 1 continuity and stages.

In the process of psychological development, when some quantities representing new features accumulate to a certain extent, they will replace the old features and occupy a dominant position, showing a discontinuous phenomenon in stages. However, the development of the latter stage always occurs on the basis of the previous stage, and the new quality of the next stage sprouts, showing the continuity of psychological development.

2 directionality and sequence. Under normal circumstances, psychological development always has a certain direction and smoothness.

For example, perception → action → emotion → motivation → social ability → abstract thinking. Although the development speed is different because of speed, time and final height, it can show a variety of development models.

On the one hand, it shows that individuals in different systems have different development speeds in different development periods. 4 differences.

The psychological development of any normal student always goes through some common basic stages, but it is often very different in the speed of development, the final level and the advantageous areas of development.

This paper discusses the significance of learning psychology to normal students.

Educational psychology is a branch of psychology that studies the psychological activities of educators and educatees in the process of education and teaching, as well as the laws of their emergence and change.

It is an interdisciplinary subject of educational science and psychological science. Educational psychology became an independent subject at the end of 19, but many educators in history have been able to consciously carry out targeted teaching according to people's psychological state in educational practice.

Confucius, an ancient educator in China, put forward the heuristic teaching method of "if you don't get angry, you will be powerful, if you don't get angry, you will be sad, and if you don't get angry, you will be yourself". Socrates in ancient Greece also put forward the educational psychology thought that "I am not giving people knowledge, but a midwife who makes knowledge self-generated".

Modern western educational thoughts tend to base educational theory on the research results of psychology, which is the premise to make educational psychology an independent discipline. German psychologist Herbart's works such as General Pedagogy and Psychology Textbook have played a pioneering role in the establishment of educational psychology.

Although the name "educational psychology" was not used at that time, pedagogy and psychology have actually combined into an inseparable unity. Herbart divides teaching into educational teaching and non-educational teaching in his teaching theory. The former refers to the cultivation of ethics, morality, will and character, while the latter refers to intellectual education activities that impart knowledge and skills. These two aspects must be based on psychological theory.

When discussing education and teaching, he paid special attention to "arousing interest" and divided his interests into six categories: experience interest, speculative interest, aesthetic interest, sympathy interest, social interest and religious interest. These psychological states can guide children's attention orientation, stimulate their psychology and promote their liveliness and exuberance.

The study of interest has become an important link between pedagogy and psychology. Pestalozzi before Herbart had a certain influence on educational practice and educational thought, and inspired later educational theorists to attach importance to the role of psychology in education.

The emergence of experimental psychology is another important condition for educational psychology to become an independent discipline, which leads to the emergence of experimental pedagogy. Experimental pedagogy is the pioneer of educational psychology and the product of the combination of experimental psychology and pedagogy.

Leigh and Moyman in Germany have widely combined experimental psychology theory with education and teaching theory. Lai's Theory of Experimental Teaching is actually a book with educational psychology as its content, which lays a theoretical foundation for educational psychology to become an independent discipline in psychology.

Testing plays an important catalytic role in the formation and development of educational psychology, which promotes the combination of pedagogy and psychology and provides theories and methods for the birth of educational psychology. Due to the individual differences of students, the principle of teaching students in accordance with their aptitude is often mentioned in pedagogy.

How to adapt to individual differences and teach students in accordance with their aptitude is a common topic in pedagogy and psychology. Intelligence test and educational test are two tools that must be mastered to understand students' psychological state and teaching effect when implementing class teaching system.

Various tests should be applied in school enrollment, the measurement of students' academic performance after enrollment and the case study of students. Educational psychology has become an independent experimental science, which should be attributed to Thorndike.

He published the book "Educational Psychology" in 1903, explaining the concept of learning in detail in combination with the school situation, which is the real beginning of modern educational psychology. 19 13 This book has been expanded into three volumes, including human nature, learning psychology, individual differences and their causes.

His three laws of learning (the law of effect, the law of preparation and the law of practice) and the theory of individual difference became important topics in educational psychology around the 1920s. Because Thorndike put the focus of educational psychology research on learning psychology, the educational psychology circle in China has always regarded learning psychology as the main object of educational psychology research for a long time.

Around the 1920s, theories such as behavioral psychology, gestalt psychology and psychoanalysis were introduced into China, which had a certain influence on modern China pedagogy. After the Gestalt School was introduced into China, educational psychology began to pay attention to the position of "epiphany" in learning, which was no longer limited to connectionism such as trial and error, * * and reaction. The educational psychology question put forward by psychology extends the research scope of educational psychology to the "epiphany" problem beyond Thorndike's three laws of learning, and also expands the "whole concept", "transfer concept" and "law of precision" of Gestalt school.

Behaviorism theory urged China educational psychologists in 1930s to pay attention to the study of human behavior and the influence of environment on people's psychology. Freud's psychoanalysis school makes educational psychology pay more attention to the study of consciousness, especially the study of subconscious and subconscious problems.

Educational psychology attaches importance to the role of emotion in the process of education and teaching, and the introduction of mental health knowledge into the process of education and teaching is also influenced by this school. After Pavlov's theory was introduced into China, it not only influenced the basic theory of psychology, but also influenced the educational psychology in 1950s.

His two signal system theories provide a new theoretical basis for educational psychology, and also find the connection between educational psychology and natural science. The second signal system theory makes children's speech and thinking the main object of educational psychology research.

Education develops with the development of society. In order to meet the needs of educational development, the tasks of educational psychology are increasing day by day, and the scope of research objects is gradually expanding. In the early stage of development, educational psychology focused on the study of learning psychology and the discussion of learning rules, mostly focusing on intellectual education.

With the increasing emphasis on people's all-round development in education, more and more attention is paid to the cultivation of moral behavior, moral emotion and aesthetic emotion. The development of modern science, especially the development of modern biology, anthropology, sociology, medicine and psychiatry, has had an impact on educational psychology, prompting it to constantly update its content to meet the requirements of social development.

After World War II, western educational psychologists put forward specific suggestions on the tasks and objects of educational psychology. From 65438 to 0947, the American Psychological Association set up a committee to plan the research of educational psychology, and thought that educational psychology should include five aspects, namely human growth and development, including heredity.

The role of educational psychology

The role of educational psychology: 1. Educational psychology is a social psychology that studies human learning, the effect of educational intervention, teaching psychology and school organization under the educational situation.

The focus of educational psychology is to apply psychological theory or research results to education. 2. Educational psychology can describe, explain, predict and control educational practice.

3. Educational psychology can help teachers accurately understand problems, provide scientific theoretical guidance for practical teaching, help teachers predict and interfere with students, and help teachers conduct research in combination with practical teaching. 4. Educational psychology studies psychological laws from the perspective of education, which will supplement and expand psychological theory. With the awakening of the importance of education, people gradually notice that there are still many laws in pedagogy that need to be improved. The study of educational psychology will help to improve these laws.

The Significance of Learning Psychology

1. Understanding the internal and external world to study psychology can deepen people's understanding of themselves.

By studying psychology, we can know why we do certain behaviors and what kind of psychological activities are hidden behind these behaviors. Similarly, you can also apply the laws of psychological activities you have learned to interpersonal communication, and infer their internal psychological activities through other people's behaviors, so as to realize a more accurate understanding of the external world.

Second, applied psychology in practical work can play a direct role in practical work. Teachers can use the laws of educational psychology to improve their teaching practice, or use the knowledge of psychometrics to design more reasonable test papers. The staff of the shopping mall used the knowledge of consumer and advertising psychology to redesign the window to attract customers.

Thirdly, the psychology of regulating behavior points out the law of the emergence, development and change of psychological activities for us. People's psychological characteristics are quite stable, but they also have certain plasticity.

Therefore, we can predict and adjust the behavior of ourselves and others within a certain range, and we can also adjust our behavior by changing internal and external factors. In other words, we can try our best to eliminate unfavorable factors, create favorable situations and trigger positive behaviors of ourselves and others.

Extended data:

The development prospect of modern psychology: As the famous Chinese psychologist Mr. Hao Bin said: "Two hundred years ago, there was no scientific psychology as a way to explore the inner world, but the journey of exploring the spiritual world has already set sail! It is unknown in what form mankind will continue this journey after 200 years, but I firmly believe that as long as we exist for one day, this pace will never stop. " The development of scientific psychology has gone through more than one hundred years.

In the process of development, on the one hand, people argued about the research object and theoretical system of psychology for decades, forming various theoretical schools, and finally reached a basic consensus in the 1950s, which made psychology continue to flourish. Cao, a researcher of psychology and hypnosis in China, put forward the theory of brain operation, which brought a good theoretical model for psychological display logic.

On the other hand, with the deepening and expansion of psychological research, psychology itself has been constantly divided, and many branches of psychology have been derived, making psychology more and more important.