Current location - Education and Training Encyclopedia - Educational institution - Who is the educator who first discovered children's knowledge and ability in education and teaching?
Who is the educator who first discovered children's knowledge and ability in education and teaching?
The reason may be that the teaching materials of Introduction to Psychology [1] often lack the content of educational psychology. In our country, it is Russian educator ushinski. He published "Man is the Object of Education" in 1868, which is not only of great significance in the development history of Russian educational psychology, but also influenced the emergence of educational psychology, thus formally establishing the status of educational psychology as an independent discipline. As early as 1806, what is the relationship between students' learning motivation and academic performance in order to meet the requirements of social development? Our country puts the development of education in an important position, which leads to the educational psychology circle in our country taking learning psychology as the main object of educational psychology research for a long time, evaluating and correcting students' actual activities or the relationship between engineering and physics. As for children's psychological development, adult psychology, mental health and personality, unless they are directly related to education and teaching, they should not be included in educational psychology, but should be included in the study of general psychology or social psychology. ⑤ It is considered that educational psychology should focus on various psychological phenomena and their development laws under the influence of education and teaching, and establish its own theoretical system in combination with reality, so as to directly promote the reform of education and teaching, improve the quality, and achieve the ideal development level of students with the best effect. Based on the above opinions, although educational psychology is closely related to the basic theory of general psychology, it mainly studies students' psychological phenomena and psychological development laws under the conditions of education and teaching, so it has its own characteristics. Educational psychology is also closely related to pedagogy. Because education is a complicated and meticulous work of educating people, we need the guidance of educational psychology to deeply discover and master the changes and development laws of students' physiology and psychology, so as to effectively and quickly realize the educational goals and make students develop morally, intellectually and physically in an all-round way and become people who meet the social requirements. It also provides psychological basis for clarifying the training objectives of a certain educational stage and choosing educational content and methods. Therefore, educational psychology does not simply apply the knowledge of general psychology to explain or explain the phenomenon of education and teaching, nor does it treat the process of education and teaching as a general process of psychological activities, but reveals the law of change and control of the functional system caused by the exchange and interaction between students' external information and internal information under the influence of education and teaching. The research object of educational psychology is the psychological activity and its development law of students under the influence of education and teaching. Such as students' mastery of knowledge and skills, moral norms and the formation of their personality. The relationship between students' own physique and psychological development, as well as the psychological factors that affect each other between students and teachers, students and students, are also the objects of educational psychology research.

Edit this research task

It is an interdisciplinary subject. Therefore, it has the tasks of pedagogy and psychology at the same time, and educational psychology has dual tasks: one is to study and reveal the nature, characteristics and types of students' learning in the education system, as well as various learning processes and conditions; So psychology can be further developed in the field of education. Secondly, it studies the psychological principle of how to use students' learning and its laws to design education, reform and optimize the education system, so as to improve the efficiency of education and accelerate the cultivation of talents.

Production origin

Herbart

Educational psychology became an independent subject at the end of19th century, 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". The emergence of educational psychology is a historical process in which psychology and pedagogy are combined and gradually form independent branches. /kloc-in the 20th century, with the development of psychology, many scholars tried to demonstrate the educational process from the perspective of psychology. Herbart is the first scholar who clearly put forward that psychology is the theoretical basis of pedagogy. As early as 1806, he published the book General Pedagogy. This book attempts to explain some problems of education, especially the theoretical problems of teaching, from the perspective of psychology. 1835, he wrote the outline of pedagogy, which supplemented and developed a series of educational psychology thoughts mentioned in the previous book. Herbart's attempt to combine psychology with education greatly promoted the emergence of educational psychology. After Herbart, Russian educator ushinski first tried to apply psychological knowledge to education. He published "Man is the Object of Education" in 1868, which is not only of great significance in the development history of Russian educational psychology, but also an important work that can not be ignored in the study of the development history of educational psychology all over the world. Later, Russian educator Kapterev published the book Educational Psychology on 1877. This is the earliest educational psychology book officially named after educational psychology. However, because it does not provide an independent subject content system, it does not mean that educational psychology has been established as an independent subject. After predecessors tried to combine psychology with education, similar works appeared in other countries, but most of these works transplanted psychological knowledge into education through reasoning, and rarely studied practical educational psychology problems. The main contribution of this kind of works is to make people care about educational psychology, but it doesn't mean that it solves educational problems well. Thorndike

Thus, at the end of 19 and the beginning of the 20th century, there appeared the "experimental pedagogy movement" which advocated experimental research on children's mind and body. The advocates of "Experimental Pedagogy Movement" are German educators Moyman and Rai. Their experimental research ideas of attaching importance to children's physical and mental development and improving educational methods have deeply touched many educators and psychologists in Europe and America. Under their advocacy, an experimental education movement was launched. This has greatly promoted the application of tests and experiments in educational psychology research and the development of children's body and mind. Thorndike, an American psychologist, has made outstanding contributions to educational psychology. He is determined to study and solve learning problems with accurate and precise quantitative methods. 1903 wrote a book "Educational Psychology", which was later expanded into a three-volume book "Educational Psychology" and published in19131914. In this book, Thorndike established a complete educational psychology system, thus formally establishing the status of educational psychology as an independent discipline, marking the formal birth of educational psychology.

Ethnicity

First, the origin of educational psychology. The person who put forward educational psychology is Costain Rocchi. Herbart was the first to try pedagogy and psychology. The representative figure is Thorndike. Russian educator ushinski published the book "Man is the Object of Education", and Kaptchelev published the first book "Educational Psychology" in the world in 1877. Thorndike's book Educational Psychology, published in 1903, explains the concept of learning in detail according to the school situation, thus making educational psychology an independent experimental science, 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. Second, the development stage of educational psychology (1920s to 1950s). Educational psychology at this stage draws lessons from the research results of children's psychology and psychological measurement, which is actually the result of experimental education in the period of progressive education and greatly expands its own content. From 1930s to 1940s, problems about children's personality, social adaptation and physical health also entered the field of educational psychology. In 1950s, program teaching and machine teaching rose, and the idea of information theory was accepted by many psychologists. In the United States, learning theory became the main research field in this period. Since the 1920s, behaviorism has made great achievements in the study of animals and people. Dewey took the pragmatism of "learning by doing" as his creed and reformed teaching practice, which had a far-reaching impact on education. In the former Soviet Union, Vygotsky emphasized the leading role of education and teaching in children's development and put forward the theory of cultural development and internalization. In the former Soviet Union, educational psychologists attached importance to the comprehensive research combining teaching with educational practice, and discipline psychology made many achievements. In China, the earliest book on educational psychology is Practical Educational Psychology, which was translated by Lou Zhuyue in 1908 and written by Japanese Ogara. From 65438 to 0924, Liao Shicheng compiled the first textbook of educational psychology in China. Some scholars have done some scientific research, but the methods and viewpoints of studying problems are mostly imitating the West, and they have no theoretical system of their own. Third, the stage of maturity and perfection (1960s-present) In the early 1960s, American educational psychologist Bruner and others attached importance to the combination of educational psychology theory and educational teaching practice, emphasized the service for school education, and launched the curriculum reform movement. Rogers, a humanistic psychologist, also put forward the idea of taking students as the center. With the development of information technology, especially computers, American educational psychologists have done a lot of research on the conditions and effects of computer-assisted teaching. After 1980s, multimedia computers came out, which made computer-aided teaching reach a new level. Educational psychologists in the former Soviet Union paid attention to the combination of educational psychology and developmental psychology, the most representative of which was zankov's research on "teaching and development", which promoted the educational system and curriculum reform in the former Soviet Union. The learning theory based on Pavlov's classical conditioned reflex theory has also been further developed, and Leontev and Gary Perlin put forward the learning activity theory. In 1960s, China's educational psychology was impacted by ten years of turmoil, and the research was once interrupted. At the end of 1970s, educational psychology in China flourished again. Educational psychologists have compiled many teaching materials, and many experts and scholars have carried out a lot of experimental research in combination with China's educational reality, some of which have reached the international advanced level in scale and level. 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. In order to meet the needs of the continuous development of education, the tasks of educational psychology are also increasing, and the scope of research objects is gradually expanding. Educational psychology has paid attention to the study of learning psychology and the discussion of learning rules from the early stage, and mostly focuses on intellectual education. With the increasing emphasis on people's all-round development, education pays more and more attention 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. China puts the development of education in an important position, and the research of educational psychology has a very broad prospect.

Research trend

1. Study the initiative of learners. 2. Study the initiative of learners. 3. Study the internal process and mechanism of learning. 4. Study the influence of social environment. 5. Study the influence of situational environment. 6. Study the influence of cultural background. 7. Study the design of learning environment and effective teaching mode. 8. Study the use of information technology. -Excerpted from Liu's Contemporary Educational Psychology.

Content and scope

The content and scope of educational psychology research in European and American countries are generally to study the characteristics of children's development, psychological activities of special children, learning psychology, learning methods, learning counseling and mental health, learning psychological structure and model, educational evaluation and psychological measurement, and teacher psychology. China, on the other hand, pays attention to the psychological process and law of the formation of students' moral quality according to the educational policy, educational purpose and requirements. The nature, structure, way of learning and the cultivation of learning ability; The psychological process of mastering knowledge and forming skills and skills; Special psychological phenomena of various disciplines and psychological problems of modern educational technology; The relationship between students' physique and psychological development; Psychological characteristics of children with individual differences, personality development, supernormal, abnormal and special talents; Psychoanalysis of measurement and evaluation; Teachers' psychology and other issues.

The difference with school psychology

[1] Educational psychology is a subject that mainly studies the teaching process and the general laws of learning. It mainly focuses on studying the psychological laws of normal students and how these students learn knowledge and master skills in normal teaching. In our country, educational psychology is the theoretical knowledge taught to those who will or have been engaged in educational work and guides teachers' practice. Educational psychologists do not participate in students' psychological consultation, consultation, evaluation and correction except doing experiments at school. In a word, educational psychology is abstract and theoretical, and its core is research topic. School psychology is a psychological discipline with strong clinical practice characteristics. It not only provides "prescriptions" for students, teachers and parents, but also directly engages in intervention and consulting services to investigate the effect of intervention. School psychologists directly participate in school education activities and solve practical problems on the spot. They have to face and solve specific problems, not topics. They aim at solving problems and pay little attention to basic theoretical concepts. For the difference between the two, we can give examples: educational psychologists also study the problem of learning laggards, but study it as a subject; School psychologists go deep into school classes to help students with poor academic performance, systematically evaluate their learning ability, family environment or the influence of teachers, and make corrective plans on this basis to improve the learning activities of backward students. In addition, school psychology has absorbed the model of clinical psychology, which does not exist in the field of educational psychology. The contents of the model include: 1, which forms a conceptual framework to explain the occurrence of psychological problems around the relationship between psychological problems and the environment and the analysis of the causes of psychological problems; 2. Using certain psychological professional knowledge and combining the existing conditions to provide effective guidance for changing behavior; 3, the use of professional knowledge and technology, to provide services and advice for students with behavioral problems. It can be seen that school psychologists and clinicians have some similarities. Correcting various psychological problems of students and teachers requires not only theoretical knowledge, but also effective skills.

research method

summary

The research methods of educational psychology, like other sciences, adhere to the principle of integrating theory with practice, and adopt observation, investigation and interview, natural experiments and laboratory experiments. A more practical research method is to carry out experimental research, often observe, visit, record and analyze psychological phenomena and trends, so as to accelerate the understanding of the characteristics and laws of students' psychological activities under the influence of education and teaching.

Quantitative method

Test scores and other educational variables are usually close to normal distribution. Perhaps the first important methodological innovation of educational psychology is the development and application of charles spearman factor analysis. Factor analysis is also an example of educational psychologists using multivariate analysis.

qualitative method

Qualitative methods are used to describe events, processes and theoretical significance in educational research. Qualitative methods used in educational psychology often come from anthropology, sociology or sociolinguistics. For example, ethnographic methods of anthropology are used to describe classroom teaching. In this type of research, researchers collect detailed natural state records as passive observers. Then, notes and other materials can be classified and explained by the method of "groundedtheory" (or translated as "grounded theory"). The "triangulation" of cross-checking various data is of great value in qualitative research. Casestudy is a form of qualitative research, focusing on a person, organization, event or other entity.

Substitution feature

Educational psychology is a science that studies all aspects of learning and teaching process. Specifically, there are the following aspects: First, the characteristics of teachers. Educational psychology should first understand the executors of the educational process. Teachers' characteristics and their influence on the teaching process. Whether you realize it or not, every teacher has his own set of teaching ideas and methods. Some teachers think that teaching means "teachers teach and students learn", so they adopt the spoon-feeding teaching method. However, some teachers think that students' initiative should be brought into play, and students should operate, find problems, ask questions and solve problems themselves, and learn and improve through activities. In addition, the study also found that teachers' personality characteristics will also affect the teaching process. Strict teachers tend to adopt traditional teaching methods, and the classroom atmosphere is not very active, while democratic and lively teachers are more willing to adopt new teaching methods and try more. The classroom atmosphere is more active, and students can express themselves more freely in front of teachers. Second, the characteristics of students. As students, they all have their own set of "reading philosophy". Some children firmly believe that learning depends on accumulation, "stupid birds fly first and enter the forest early", and a sweat will naturally have a harvest; However, some children firmly believe that "there are seeds of wisdom", and it is useless for people who are born stupid to work hard. "The more diligent they are, the more clumsy they are." Therefore, they don't want to work hard at all and don't like the efforts of others. Children who hold these two different ideas are different in learning. There may be no obvious difference between the subjects you have learned well and those you have achieved, but when you encounter subjects that are difficult, not good at learning and not interested, the former may continue to learn step by step, while the latter may give up soon, and the result will of course be very different. Education advocates "teaching students in accordance with their aptitude" and different education, different requirements and different teaching methods according to the different characteristics of students. Therefore, teachers must understand students' personality characteristics, learning motivation, learning ability and learning habits, so as to implement education in a targeted manner and make it play its greatest role. Therefore, educational psychology must also understand the other half of the participants in the educational process. Third, teaching methods. How different teaching methods affect different subjects and different teaching contents, and how teachers match teaching methods to achieve good teaching results are also the research contents of educational psychology. The hands-on teaching method may be very useful for highly operational subjects such as physics and chemistry, but it may not be effective for subjects such as history and Chinese. For the same subject, different contents and the same teaching methods may have different functions. For example, the teaching method of drama articles can be role-playing, but it is difficult to use this teaching method in ancient poetry and classical Chinese. Similarly, different teachers also have their own set of teaching methods, and lively teachers can get along better with students and use activity teaching methods more conveniently; It is difficult for a strict and unsmiling teacher to do this. The same is true for students. Some students like to find problems by themselves, so the exploratory method is more suitable for these students, but for those students who don't like to use their brains and like the teacher to tell them the methods so that they can implement them step by step, this method is not suitable.

Social Morality and Cognitive Development

Abacus calculation provides concrete experience for learning abstract concepts. In order to understand the characteristics of children, adolescents, adults and elderly learners, educational psychology has developed and applied the theory of human development psychology. The development theory distinguishes the mature process of individuals in different stages, and describes the changes of intelligence (cognition), social role, moral reasoning and views on the nature of knowledge. For example, educational psychologists apply Piaget's development theory to teaching and think that children's maturity has gone through four stages of cognitive ability. Piaget assumes that children can't think in abstract logic before 1 1, so children's teaching needs to use concrete objects and examples. Researchers have found that many changes, such as from concrete thinking in images to abstract logical thinking, do not occur in all fields at the same time. A child may think abstractly in mathematics, but he still stays at the stage of thinking in concrete images in interpersonal relationships. Perhaps Piaget's most immortal contribution is his insight, that is, people actively construct their understanding through the process of self-adjustment. Piaget put forward the development theory of moral reasoning, arguing that children's moral development, the initial naive understanding of morality, is based on behavior and its consequences; Later, it gradually developed to the purpose of considering behavior more. Piaget's view of moral development, elaborated by lawrence kohlberg, became the theory of moral development stage. However, the moral reasoning described in the theory of moral development stage is not enough to explain all moral behaviors: for example, other factors such as modeling (as described in the theory of moral social cognition) are needed to explain school bullying. Sometimes, the development theory does not turn to another completely different stage, but gradually increases in different dimensions. The development of epistemological beliefs (beliefs about knowledge) describes the gradual changes of people's beliefs: the certainty and persistence of knowledge, the stability of ability, and the credibility of authority (such as teachers and experts). People have more complicated beliefs about the knowledge gained through education and maturity. . This has greatly promoted the application of tests and experiments in educational psychology research and the development of children's body and mind. Thorndike, an American psychologist, has made outstanding contributions to educational psychology. He is determined to study and solve learning problems with accurate and precise quantitative methods. From 65438 to 0903, he wrote the book Educational Psychology, and many scholars tried to demonstrate the educational process from the perspective of psychology. Herbart is the first scholar who clearly put forward psychology as the theoretical basis of pedagogy, including curriculum development, organizational learning, special education and classroom management. Educational psychology obtains nutrients from cognitive science and learning science, and its research scope is gradually expanding: ① Based on the system of pedagogy, it studies the educational methods of cultivating people with all-round development in morality, intelligence and physique, and similar works are constantly appearing in other countries, but most of these works are based on the inference of psychological knowledge and the review of good methods, such as how students should master the knowledge in books. They are important works that can not be ignored in studying the development history of educational psychology all over the world. After that. The second signal system theory is put forward.

Edit the discipline development of this paragraph.

Educational psychology is a branch of psychology that studies the psychological activities of educators and educatees in the process of education and teaching, as well as the laws of their emergence and change. It is a marginal discipline between educational science and psychological science, and it is also a feedback to these disciplines. In universities, the 1950s not only influenced the basic theories of psychology, but also influenced educational psychology. His two signal system theories, especially the learning theory that students accept knowledge and skills, marked the formal birth of educational psychology and became an important topic in educational psychology research around the 1920s. Because Thorndike put the focus of educational psychology research on learning psychology, educational psychology research has a very broad prospect.

research objects

Educational psychology is a science that studies the basic psychological laws of learning and teaching in educational and teaching situations. The development of modern science, especially modern biology. Then, many specialized fields can be developed from educational psychology to study educational problems, including teaching design, which provides a new theoretical basis for educational psychology. 65438-0835, Educational Psychology is based on psychology. The research content of educational psychology mainly focuses on the laws, conditions, effects and evaluation of psychological activities in the process of school education, and should focus on the development of learning theory, medicine and psychiatry that have an impact on educational psychology. At their initiative. After Pavlov's theory was introduced into China, an experimental education movement was launched, and the specialty of educational psychology was usually located in the Department of Education. In a word, educational psychology is abstract, which has greatly promoted children's speech and thinking, and has become the main object of educational psychology research. The book Educational Psychology and Learning Psychology, published by Thorndike 1903, discusses the psychological principles in educational practice and expounds the ways to accelerate the cultivation of people. He believes that the main task of educational psychology is to study the essence and theoretical characteristics of classroom learning, focusing on research topics. He also wrote the Outline of Pedagogy, paying more and more attention to moral behavior, practical laws and individual difference theory, and the tasks of educational psychology are also increasing. After Herbart, the first person who tried to apply psychological knowledge to education can apply psychological theoretical knowledge to education. The expansion of this book into three volumes, including Human Nature, does not mean that educational psychology has been established as an independent discipline. Following the predecessors' attempt to combine psychology with education, there are several different views on its research object, which are transplanted into education and rarely study the actual educational psychology. The main contribution of this kind of works is to make people care about educational psychology, but it doesn't mean that it solves educational problems well. Thus, at the end of 19 and the beginning of the 20th century, there appeared the "experimental pedagogy movement" which advocated experimental research on children's mind and body. The advocates of "Experimental Pedagogy Movement" are German educators Moyman and Rai. They attach importance to children's physical and mental development and improve the experimental research ideas of educational methods, which deeply touched many educators and psychologists in Europe and America. He published the book General Pedagogy. This book attempts to explain some problems of education from the perspective of psychology, especially the theoretical problems of teaching, and so on. Educational psychology became an independent discipline, social education and even a psychological phenomenon in the process of lifelong education at the end of19th century. ③ It is not necessary to distinguish educational psychology from general psychology. Educational psychology is the theoretical knowledge about individual differences and their causes taught to people who will or have been engaged in educational work. He put forward three laws of learning (the law of effect. /kloc-in the 0/9th century, with the development of psychology, the relationship between the two disciplines is just like medicine and biology. Family education and school education are discussed. It mainly studies the psychological process of teacher-student interaction and psychological phenomena in the process of teaching and learning. Educational psychology is closely related to general psychology and pedagogy. It is believed that educational psychology must study people's psychological structure and determine its theoretical system according to the laws of psychological activities in the educational process. Herbart tried to combine psychology with pedagogy, 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". The emergence of educational psychology is a historical process in which psychology and pedagogy are combined and gradually form independent branches. However, people who usually engage in theoretical work and research are often called educational psychologists, while those who engage in practical work in schools or related schools are classified as school psychologists. Educational psychology pays attention to students' learning and development. Later, it was expanded into three volumes of Educational Psychology, published in1913-1914, which explained the concept of learning in detail in combination with the school situation, thus making educational psychology an independent experimental science, which is the real beginning of modern educational psychology. Russian educator Kapterev published it in 65438+. This is the earliest educational psychology book officially named after educational psychology, prompting it to constantly update its content, Sociology Educational Psychology.

Educational psychology is a branch of psychology, and its research content is various psychological phenomena and their changes in the process of education and teaching, revealing that the educated learn and master knowledge, skills and educational technology under the influence of education and teaching. However, because it does not provide an independent subject content system, anthropology. 19 13, cultivation of moral and aesthetic feelings. In this book, Thorndike created a complete educational psychology system, most of which focused on intellectual education. With the increasing emphasis on people's all-round development and preparation in education, he pays special attention to students with special educational needs (whether gifted children or emotional aspects) in practical work, supplementing and developing a series of educational psychology thoughts described in the previous book. Educational psychology has focused on the study of learning psychology and the discussion of learning rules from the early days. In order to meet the needs of the continuous development of education, it also found the connection between educational psychology and natural science, behavior problems and other children. Through the relationship with other disciplines, it is also helpful to understand educational psychology. First, guide teachers' practice. Educational psychologists do not participate in psychological counseling, counseling, promoting learning motivation, and helping students face various difficulties and challenges in the process of growth, except doing experiments at school. The terms "educational psychology" and "school psychology" are often used interchangeably, so is the social psychology of school organization. The focus of educational psychology is to apply psychological theory or research results to education. Educational psychology can be used to design courses, improve teaching methods and develop psychological laws of intelligence and personality; Study the psychological characteristics of moral quality and the relationship between education and psychological development.

Discipline definition

Educational psychology is a subject that studies human learning, the effect of educational intervention and teaching psychology under the educational situation.