In recent ten years, with the rise and development of national curriculum reform, primary and secondary school teachers' qualification examination, master's courses and national unified entrance examination for master's degrees in pedagogy and psychology, people's demand for educational psychology has become stronger and stronger. As a result, educational psychology has developed rapidly in China, and the various versions and uses of educational psychology textbooks are dazzling and endless, which is likely to be overtaken by others. Contemporary educational psychology is facing the pressure of keeping pace with the times.
In the past ten years, thanks to the guidance of readers, we have got a lot of valuable feedback. From these feedbacks, we feel the readers' goodwill encouragement and ardent expectation for the second edition of Contemporary Educational Psychology.
In the past ten years, we have also compiled various versions of educational psychology textbooks, such as books from junior college to undergraduate, books for master of education and books for undergraduate or master's courses. Through compiling books and teaching, we have been actively constructing and learning the professional knowledge and recent research of educational psychology, and deeply feel that it is necessary to reprint Contemporary Educational Psychology as soon as possible to enrich and update some contents, otherwise it will be difficult to deserve the name of "contemporary".
This time, we have made a systematic and detailed revision of Contemporary Educational Psychology by taking advantage of the Dongfeng declared in the "Eleventh Five-Year" national planning textbook for general higher education. This revision has made a series of changes in the structure, content, style and text of the textbook.
Structurally, in addition to the introduction (1 chapter), this edition divides educational psychology into four parts: student psychology (1 chapter), teacher psychology (1 chapter), learning psychology (including five chapters of general learning psychology and five chapters of classified learning psychology) and teaching psychology (chapter 3), with a total of/kloc-. Compared with the structure of the first edition, this edition expands the constructivist learning theory into a chapter; Expand the humanistic learning theory into a section, highlighting the importance of constructivism and humanism in today's education; Add a chapter on skill learning to introduce all the learning results completely; Concentrate learning transfer into one section and put it in the chapter of knowledge learning to strengthen the internal relationship between knowledge construction, integration and transfer; Reduce education measurement and education evaluation to one chapter, because there are already special related courses and textbooks.