History and development: Educational psychology only became an independent subject at the end of 19, but many educators in history have been able to 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, arouse psychological pleasure, and promote lively thinking and vigorous spirit. 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, measurement of students' academic performance after enrollment and student case studies.
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 attach importance to the position of "epiphany" in learning, which was no longer limited to connectionism such as trial and error, stimulation and response. The educational psychology questions put forward by psychology expand the research scope of educational psychology to the "epiphany" beyond Thorndike's three laws of learning, and also expand the Gestalt school's "overall concept", "transfer concept", "precise law" and "exact law".
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 and environment, general growth and development, social and emotional development, basic theory of motivation, wisdom, sexual orientation and interest, and individual differences. Learning includes the nature of learning, factors affecting learning, learning motivation, skills, reasoning and problem solving, attitude, learning of special subjects, transfer of training, etc. Personality and adaptation, including emotions, mental health of students and teachers, special children, personality and social activities; Measurement and evaluation, including the basic principle of measurement, the measurement of intelligence and sexual orientation, the measurement of learning, the measurement of adaptation and the application of measurement results; The methods and techniques of educational psychology include scientific research on educational problems, statistical techniques and research methods for teachers.
There are two basic clues in the research process of educational psychology. One is to study the learning rules of animals and human beings in the laboratory, and the other is to explore the learning rules of human beings in real school and social situations and study how to improve teaching and learning.
Overview of the development of educational psychology
For a long time, educational psychology has not been an independent discipline. Generally speaking, it has gone through four stages: the initial stage (before the 1920s), the development stage (from the late 20s to the late 1950s), the mature stage (from the 1960s to the late 1970s) and the perfect stage (after the 1980s).
There are two basic clues in the research process of educational psychology. One is to study the learning rules of animals and human beings in the laboratory, and the other is to explore the learning rules of human beings in real school and social situations and study how to improve teaching and learning. Educational psychology mainly studies various psychological problems in the field of educational practice, so educational practice is a powerful driving force to promote the research of educational psychology. In this sense, the majority of primary and secondary school teachers have very rich experience in education and teaching, so they also have the practical foundation to master the basic principles of educational psychology.
China's traditional educational theory contains rich educational psychology thoughts. Many thinkers and educators in our country have put forward some teaching principles that shine with the thought of educational psychology, such as "don't be angry, don't be unhappy", "learn from each other's strengths", "draw from them, be strong and restrained, open and reach them", "teach students in accordance with their aptitude" and "be good at recovering losses". Confucius said, "Knowing is not as good as being kind, and being kind is not as good as being happy." Xunzi said, "If you don't smell it, you won't see it; if you see it, you won't know it; if you know it, you won't do it. Learn to stop. " The combination of Confucius' and Xunzi's remarks is a knowledge learning principle that modern educational psychology places special emphasis on knowledge, emotion, will and action. These educational psychology thoughts have been playing a role in the theory and practice of school education in China, and even today they are still advanced.
In foreign countries, many thoughts of educational psychology have sprouted. For example, around19th century, Swiss educator Pestalozzi's educational thoughts included five educational psychological thoughts: balanced development of students' head (mind), mind (emotion) and hands (action), concern for students' interests, and emphasis on preparation, prompting, comparison, generalization and application in teaching. Comenius of the Czech Republic also put forward many principles and principles of combining education with psychology in his On Big Teaching. For example, teaching materials must meet the development level of students, and students should remember them on the basis of understanding.
From 65438 to 0903, American psychologist Thorndike published the book "Educational Psychology", which is the first monograph named after "Educational Psychology" in the West, which laid the foundation for the development of educational psychology. 1913 ~1914 was expanded into three volumes: Human Nature, Learning Psychology and Work, and Fatigue and Individual Differences. The learning rules (effect rules, preparation rules and practice rules) and personality differences put forward in the book became the main topics of educational psychology around the 1920s. The research in this period mainly uses general psychological principles to explain the problems in educational practice.
After more than 30 years' efforts, since the 1960s, the problems of educational psychology research have been gradually concentrated, and teaching and development, learning psychology, teaching psychology, difference psychology, moral psychology, teaching strategies, teaching evaluation and teacher psychology have become the main topics of educational psychology research. During this period, the research orientation of combining educational psychology theory with educational practice and serving school education has become increasingly clear, and the discussion of educational process, the study of students' learning psychology, the improvement of teaching materials, teaching methods and teaching means have been highly valued and have continued to this day.
In addition, educational psychologists also expand their horizons to the study of social psychological factors, regard schools and classrooms as social scenes, and study the social psychological factors that affect teaching. During this period, due to the development of information technology, the research of computer-assisted instruction has also been paid attention to, and this kind of research has deepened rapidly with the rapid development of information technology, such as the characteristics of students' learning in multimedia environment, how to cultivate students' metacognitive ability, and self-monitoring of learning have been deeply studied. These studies have a far-reaching impact on the current basic education reform.
Since 1980s, educational psychology has been gradually improved, and outstanding research results have been achieved in the following four aspects: (1) initiative, that is, how to make students actively participate in the teaching process and have more control over their psychological activities; (2) Reflectivity, that is, understanding the meaning of knowledge learned from the inside, studying the process of students' knowledge construction, and studying the self-monitoring mechanism of metacognition and learning; (3) cooperation and communication in learning, that is, the construction of "learning community" and the setting of teaching scenarios, so that members of "learning community" can share all learning resources in the teaching environment, as well as the organization of cooperation and exchange activities between teachers and students, and so on; (4) Take students' learning as a constructive activity under a certain cultural background, and study the influence of social culture on learning.
In recent years, due to the rise and increasing attention of constructivism, a profound change is taking place in the field of educational psychology. The research of educational psychology is mainly based on school education. Because all ethnic groups have their own values and cultural traditions, how to make the research of educational psychology rooted in their own educational, psychological and cultural traditions, and how to understand, explain and interfere with our school education life based on their own cultural psychology is a major problem that educational psychology needs to face in the future.
In fact, all over the world, psychologists have also raised the issue of the localization of psychological research. Some psychologists believe that, based on general psychological principles, further research on learning theory, teaching theory, individual differences, teaching evaluation and measurement in school situations should be the theme of educational psychology research, so as to have a deeper understanding of the inherent laws of students' learning and school teaching, and improve our education on this basis, so that students can learn in an educational environment that effectively promotes the healthy growth of cognition and emotion. The study of learning psychology is an important part of educational psychology.
Educational psychology is the product of the combination of psychology and pedagogy. It is not only the most classic branch of psychology, but also the fastest growing field among all branches of psychology. Educational psychology has gradually gained independence in the development of psychology, not just the application of general psychology.
1 Development Status of Educational Psychology Abroad
The birth of educational psychology as an independent discipline is marked by the three-volume Educational Psychology published by Thorndike in 2004. In the development of western educational psychology for nearly a century, she experienced a process in which her scientific status was questioned and then her reputation was restored to achieve the goal of becoming a leading science in the field of education. At present, educational psychology abroad has great development potential and is expected to get a high social evaluation.
The theoretical system of 1. 1 is further improved. Since 1960s, foreign educational psychology has been further developed on the basis of various cognitive schools, and its theoretical construction has broken out of narrowness and fragmentation, and developed towards perfection and integration. After 1980s, the educational psychology of the East and the West attracted each other, and Vygotsky's thoughts spread widely in the former Soviet Union. Constructivism is the result of integration on the basis of Piaget, Bruner and Vygotsky, and it is called a revolution in contemporary educational psychology. The perfection of western educational psychology theory is also highlighted in the definition of educational psychology. The Committee of Educational Psychology Branch of American Psychological Association (APA) provided a new definition for this discipline in 1987: Educational psychology is a branch of psychology, which involves the development, evaluation and application of theories and principles of anthropology and teaching, as well as educational materials, plans, strategies and technologies derived from the theory that can enhance lifelong education activities and processes. This definition is not only a summary and induction of the current research situation of educational psychology, but also a plan and prospect of the future development trend of educational psychology.
1.2 Further Broaden the Research Field (Wallenberg, 1992) Through a large number of citation analysis, he investigated the central topics of many books and magazines on educational psychology in recent years, and summarized eight hot topics of current educational psychology research, mainly focusing on the following four research fields of educational psychology: ① Reading comprehension and writing teaching. Pay attention to encouraging students to set goals and promote their own progress, and use different strategies when necessary; ② Attribution study. Pay attention to attribution model, motivation, emotion, teachers' expectations and students' performance; ③ The origin of formal education. Pay attention to the problem of severely disabled students entering the regular classroom; (4) Historical views on educational research, social expectations of education, and the influence of these expectations on learning and teaching behavior.
In recent ten years, foreign educational psychologists have paid special attention to the study of different types of strategies and metacognition in practical education, mainly focusing on two aspects: ① paying attention to the problems of various strategies and metacognition existing and adopted in students' cognitive activities in the teaching process, and exploring the essence of these strategies and metacognition and their relationship with students' cognitive activities; ② Explore the combination of these strategies, metacognition, individual differences of students and cognitive styles, that is, explore the effectiveness of these strategies and metacognition for different types of students.
1.3 academic achievements have been further enriched.
In the special report of the American Association for Educational Research (65438-0994), Bruner brilliantly summed up the achievements of educational psychology in the past ten years, mainly in four aspects: ① initiative, research on how to make students actively participate in the process of teaching and learning, and do more control over their psychological activities; (2) Reflection refers to understanding the meaning of what you have learned from the inside and studying metacognition and self-regulation learning. It used to be the transmission of learning, but now it is the construction and acquisition of knowledge; (3) cooperation, sharing the human resources involved in teaching and learning, and attaching importance to organizing and learning together under certain background, such as peer counseling, cooperative learning, interactive learning, etc. Combine individual scientific thinking with peer cooperation; (4) the influence of social culture on learning, any learning is not carried out on the whiteboard, but is constructed on the cultural background.
2 the current situation of the development of educational psychology in China
China's educational psychology has a long history. In the ancient literature research, a large number of rich educational psychology thoughts have been excavated and sorted out, which proves that China has produced many accounts of educational psychology thoughts since the era of Confucius and Mencius. Confucius put forward the heuristic teaching method of "if you don't get angry, you will be threatened, if you don't get angry, you will be sad, and if you don't get angry, you will be yourself". Therefore, it can be said that the source of educational psychology lies in ancient China. However, it is the rising West that makes educational psychology a science and China's educational psychology an "exotic".
Before liberation, China's educational psychology research mainly introduced and used for reference western educational psychology research, especially Thorndike's joint conclusion and early behaviorism's stimulus-response learning theory. From the founding of the People's Republic of China to 1966, the study of educational psychology in China has undergone a transformation from learning from the West to learning from the former Soviet Union. Drawing lessons from the research results and experience of the former Soviet Union, we should rebuild the theoretical system of educational psychology in China and completely deny the western educational psychology thought. During the period of 1966- 1976, the development of educational psychology in China was seriously affected and basically stagnated.
However, it was not long before China's educational psychology really got rid of the shackles of the past and embarked on the road of healthy growth and self-development. Throughout the development of educational psychology in China, it is mainly for reference and independent research. For example, the content system of educational psychology in China, most of the research content comes from the west, and the research methods and means are mostly transplanted from the west. At present, there are no recognized basic theories such as learning theory and teaching theory in China, only some scattered studies. Although these studies have their own characteristics, they have not yet formed an ideological system and have little influence. This situation is obviously not in line with the history of China and the national conditions of a big country. At present, the research of educational psychology in China is in urgent need of China and localization.
3 the current development trend of educational psychology
According to their recent research, American educational psychologists have come to the conclusion that the trend of educational psychology research and development is that the idea of informaleyeballmethodology is dominant. This is mainly manifested in four aspects: ① in the field of active cognitive processing, the "problem solving" is deeply and meticulously studied; ② Research on motivation and social cognition in educational situation; (3) Individual differences in abilities, strategies and their related metacognition; ④ Research on the acquisition of writing and revision skills. Looking at the development law of educational psychology at home and abroad, the author believes that the future development of educational psychology will mainly be manifested in the following aspects.
Educational psychology will further learn from and absorb the theoretical achievements of psychology. The "multiple Intelligence theory" put forward by psychologist Gardner regards intelligence as a complex number and emphasizes the meaning of this complex number with "multiple". Once his new intelligence theory was founded, it became one of the most important theories in psychology and greatly promoted the development of educational psychology. Carl. Since Rogers put forward the idea of "humanism" in the middle of last century, educational psychology has actively introduced and developed this theory, holding that the core of modern higher education is "human development", education should be "people-oriented", advocating understanding people, and emphasizing that students should know their true colors in education, so as to establish proper self-expression and form a harmonious relationship between self-expression concepts and interveners' concepts. As an educational work to cultivate talents, we should devote ourselves to understanding students' psychological and conceptual systems, grasping people's characteristics in a rational way, and teaching according to students' psychological development laws and personality characteristics on this basis.
The study of individual differences and personalized education will continue to be valued. With the deepening of human research, the uniqueness of individuals has been paid more and more attention. In addition, with the development of modern educational technology, students can freely choose learning content and learning methods, without being restricted by the strict time limit of school education and the space limit of various school education and teaching levels. Therefore, the characteristics of students' learning process and how to cultivate students' metacognitive ability and self-monitoring ability need to be deeply studied by educational psychology.
The theoretical system of educational psychology will be further improved. The theories of educational psychology will be gradually integrated and systematized, and then there will be a relatively unified system. Its content will include five interrelated parts: learning theory, teaching theory, motivation theory, development theory and educational social psychology theory. Theoretically, in addition to the cognitive view, it will absorb the essence of schools of psychology and theory such as behaviorism, humanism and psychoanalysis, and enrich the theoretical system of educational psychology.
Psychology is a science that studies the characteristics and laws of the occurrence and development of psychological phenomena. Psychological phenomena are mainly divided into psychological process and personality psychology. Among them, psychological processes include cognitive processes such as perception, memory and thinking, emotional processes and will processes; Personality psychology includes personality psychological tendency and ability, temperament, personality and other characteristics.
There is a famous experiment in pedagogy and psychology, which was designed by Professor Rosenthal, a famous American psychologist.
He randomly divided a group of mice into group A and group B, and told the breeder of group A that the mice were very clever. At the same time, he told the breeder of group B that the mice in his group had average intelligence. A few months later, the professor tested two groups of mice crossing the maze, and found that the mice in group A were actually smarter than those in group B. They could get out of the maze first and find food.
So Professor Rosenthal was inspired. He wants to know whether this effect will also happen to people. He went to an ordinary middle school, walked casually in a class, and then circled a few names on the list of students, telling their teachers that these students had high IQ and were very smart. After a while, the professor came to this middle school again, and the miracle happened again. The students he chose have really become the best in the class now. Only then did Professor Rosenthal tell their teachers that he knew nothing about these students, which surprised them.
Why is this happening? This is the magic of expectation at work. Professor Rosenthal is a famous psychologist with high authority in people's minds. Teachers are convinced of his words, so they have positive expectations for the students he points out and regard them as smart children. These students also feel this expectation, think they are smart, improve their self-confidence and raise their standards. Finally, they really became excellent students.
This is the famous "Rosenthal effect"
Encourage your children and cultivate their self-confidence. Your expectations will largely determine their future. Believe it or not. He randomly divided a group of mice into group A and group B, and told the breeder of group A that the mice were very clever. At the same time, he told the breeder of group B that the mice in his group had average intelligence. A few months later, the professor tested two groups of mice crossing the maze, and found that the mice in group A were actually smarter than those in group B. They could get out of the maze first and find food.
So Professor Rosenthal was inspired. He wants to know whether this effect will also happen to people. He went to an ordinary middle school, walked casually in a class, and then circled a few names on the list of students, telling their teachers that these students had high IQ and were very smart. After a while, the professor came to this middle school again, and the miracle happened again. The students he chose have really become the best in the class now. Only then did Professor Rosenthal tell their teachers that he knew nothing about these students, which surprised them.
Why is this happening? This is the magic of expectation at work. Professor Rosenthal is a famous psychologist with high authority in people's minds. Teachers are convinced of his words, so they have positive expectations for the students he points out and regard them as smart children. These students also feel this expectation, think they are smart, improve their self-confidence and raise their standards. Finally, they really became excellent students.