The independence of educational psychology is marked by the publication of Thorndike1913-1914.
The thoughts of educational psychology can be traced back to ancient Greece and Rome, and Plato and Aristotle have rich thoughts of educational psychology. Modern rationalism and empiricism also put forward their own opinions on some basic problems of educational psychology.
The birth of educational psychology was directly influenced by Darwin's theory of evolution, Gao Erdun's research on individual differences, Feng Te's psychological experiment and Ebbinghaus's memory research in the period of psychological independence. James, the father of American psychology, once put forward the idea of applying psychology to educational research, and published a book "Talking about Psychology with Teachers". Dewey put forward his own view of democratic education.
Thorndike is an epoch-making figure in the field of educational psychology. It was he who established the theoretical paradigm of S-R (stimulus-response) educational psychology. Many theoretical viewpoints are still widely quoted by people today.
After Thorndike, the research of educational psychology was basically dominated by behaviorists. Watson, an early behaviorist, made a series of objective studies on learning in educational psychology. Skinner, an operational behaviorist, made a systematic, comprehensive and objective study on this, and his learning theory left a deep impression on people. Before 1950s, the study of behaviorism learning theory was dominant in educational psychology. But none of them went beyond the S-R paradigm. Their educational psychology theory mainly focuses on the study of learning problems and belongs to the S-R paradigm proposed by Thorndike.
Gestalt psychology. Gestalt psychology, represented by wertheimer, Kaufka and Kohler, put forward the theory of epiphany learning, which is in sharp contrast with behaviorism S-R paradigm and trial-and-error learning.
Tolman is a controversial figure in educational psychology. Whether it is behaviorism theory or gestalt view, he adopts "takenism" for my use. This makes his theory not only have the characteristics of behaviorism, but also have the holistic view of gestalt psychology, and finally become the originator of cognitive view in educational psychology. Tolman is famous for his cognitive learning experiments, which include symbol learning experiment, expected return experiment, location learning theory, cognitive map, intermediary variables, potential learning and other important concepts. Tolman's cognitive view holds.
Piaget put forward the famous epistemology, cognitive development theory and activity teaching mode, and was praised as the founder of genetic epistemology. The mainstream cognitive theory of modern educational psychology is deeply influenced by Piaget.
In 1960s and 1970s, the research of educational psychology took a major turning point, which was mainly manifested in the transformation from S-R paradigm to cognitive paradigm.
Gagne made an in-depth study of learning level, learning results, learning conditions and learning process, and put forward his own teaching concept and teaching design principles on this basis.
Bruner put forward his important concept of discovery learning.
Ausubel put forward the famous viewpoint of meaningful acceptance learning, and made a deep discussion on meaningful learning.
Bandura's observational learning theory.
Rogers' humanistic learning theory.
Weiner's motivation attribution theory (Weiner divides the reasons for success and failure into three dimensions from the perspective of cognitive psychology, and also divides the reasons for success and failure of activities (behavioral responsibility) into four factors, and combines them to form a "three-dimensional model". He believes that three dimensions are internal and external attribution, stable and unstable attribution, controllable attribution and uncontrollable attribution, and four factors are effort, ability, luck and task difficulty. )。
control point
stability
stable
changeful
internal
Success:
Failure:
competence
"I'm smart"
"I'm stupid"
make an effort
"I worked hard."
"I didn't really work hard."
external
Success:
fail
The difficulty of this task
"It's very simple."
"This is too difficult."
luck
"I'm lucky."
"I'm unlucky."
Weiner believes that every dimension has an important influence on motivation.
Internal and external dimensions: attributing success to internal factors will generate pride, thus improving motivation, and external factors will generate luck.
Attributing failure to internal factors will cause shame, and external factors will get angry.
In the dimension of stability: attributing success to stable factors will produce pride, thus improving motivation, and instability will produce luck.
Attributing failure to stability will lead to despair, and instability will lead to anger.
In the control dimension: attributing success to controllable factors will actively strive for success, while uncontrollable factors will not generate too much motivation.
If you attribute failure to controllable factors, you will continue to work hard. If you can't control it, you will despair.