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Briefly describe the development process of educational psychology
The development process of educational psychology is mainly divided into four periods:

1. Early period (before 1920s)

From 65438 to 0903, American psychologist Thorndike published Educational Psychology, which is the first monograph named after educational psychology in the West. Thorndike's educational psychology is divided into three parts: the first part talks about human nature, the second part talks about learning psychology, and the third part talks about individual differences and their causes. During this period, the field of educational psychology gradually formed two opposing schools: behaviorism and cognitive theory. Behaviorism emphasizes the scientific study of observable explicit behavior, and advocates that learning is to establish a connection between environmental stimuli and behavioral responses. Contrary to behaviorism, Gestalt School advocates studying the internal process of learning and human experience, emphasizing that learning lies in forming and organizing a "Gestalt" in the mind. Gestalt is an early learning theory of cognitive tendency.

2. Development period (1920s to the end of 1950s)

During this period, behaviorism learning theory occupied a dominant position. However, it also absorbs many ideas from cognitive learning theory, which leads to eclectic academic theory.

3. Maturity (1960s to the end of 1970s)

Cognitive learning theory has been paid more and more attention. At the same time, humanism has emerged, which opposes the reduction and division of people into various elements and advocates the study of the whole person, and everyone has the potential and motivation for self-development and self-realization; Explain learning from the perspective of pursuing self-realization, emphasizing learners' self-participation, self-motivation, self-evaluation and self-criticism.

4. Perfect period (post-80s)

Constructivism, as a new development of cognitive learning theory, has a far-reaching impact on the research and practice of educational psychology. It emphasizes that learning is not just a transfer from the outside to the inside, but an active process of knowledge construction.

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