Learning is the core issue that researchers have been paying attention to since the development of educational psychology for more than one hundred years. Finally, teachers have a basic understanding of learning: learning is a process of knowledge construction, learning depends on the acquired cognitive structure, and learning is highly consistent with the situation.
The understanding of children's learning principles is the key factor that restricts children's education level. Therefore, it is the only way to lead children's education to science to improve people's interest in the study of children's learning problems and deepen their cognition and understanding of children's learning principles. Systematically apply the basic principles of educational psychology to children's learning and teaching, pay attention to children's learning in every field and subject, pay attention to children's development, individual differences and learning characteristics, and give effective educational guidance. In 2002, the National Self-study Examination Committee listed the psychology of early childhood education as one of the compulsory main courses for preschool education majors.
The course of early childhood educational psychology is an important part of the curriculum system of secondary vocational schools, but the current teaching situation is not optimistic. Mainly manifested in students' lack of interest in learning, students who are tired of learning and afraid of learning abound. The main reason is that, compared with other subjects, the course of early childhood educational psychology is abstract and theoretical. Students lack practical research on the object of the course-children, which leads to unfounded teaching content. Students lack experience in contact and getting along with children, do not know much about the laws of children's physical and mental changes, and have some difficulties in understanding the teaching content they have learned. Based on years of teaching experience, the author stimulates students' interest in learning by setting up activity situations. Optimize teaching methods and implement project teaching method; Expand the content of teaching materials and enrich the knowledge reserve; Innovate the form of work and improve the effectiveness of work. This paper analyzes the teaching of children's teaching psychology in secondary vocational schools.
Bruner, an American psychologist and educator, said: "The acquisition of knowledge is an active process. Learners are not passive recipients of information, but active participants in the process of knowledge acquisition. " The teaching process is a typical two-way activity between teachers and students. Therefore, we should not only study how teachers teach, but also how students learn. A successful teaching process depends on whether teachers' teaching activities can arouse students' initiative and enthusiasm, that is, whether students can participate in learning as the main body and develop their great learning potential, which is particularly important in the classroom teaching process of vocational middle schools. As we all know, because of their own characteristics, students in vocational middle schools have a great gap in learning consciousness and initiative compared with students in ordinary middle schools. Therefore, in the teaching process of the course "Psychology of Early Childhood Education", we should fully explore the contents of the textbook, set up activity situations in combination with the actual situation of students, stimulate learning interest, and cultivate students' learning enthusiasm and consciousness.