Study various psychological phenomena and their changes in the process of education and teaching, and reveal the psychological laws of the educated in learning and mastering knowledge, skills, developing intelligence and personality under the influence of education and teaching; Study the psychological characteristics of moral quality and the relationship between education and psychological development.
The object of educational psychology
Educational psychology is closely related to general psychology and pedagogy, so there are several different views on its research object:
Based on the pedagogy system, this paper studies the educational methods of cultivating people with all-round development in morality, intelligence and physique.
It is believed that educational psychology must study people's psychological structure, determine its theoretical system according to the laws of psychological activities in the educational process, and explore psychological phenomena in family education, school education, social education and even lifelong education.
It is considered that there is no need to distinguish educational psychology from general psychology, and the theoretical knowledge of psychology can be applied to educational work, and the psychological principles in educational practice can be discussed to explain the ways to accelerate the cultivation of people.
It is believed that the main task of educational psychology is to study the nature, conditions, effects and evaluation of classroom learning, and should focus on learning theory, especially the learning theory that students accept knowledge and skills. 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.
It is believed 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 education work, in order to effectively and quickly achieve the educational goal, make students develop morally, intellectually and physically in an all-round way and become people who meet the social requirements, we also need the guidance of educational psychology to deeply discover and master the laws of students' physiological and psychological changes and development. 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.
The Formation and Development of Educational Psychology
This is closely related to educational practice. In China, educators and thinkers such as Kong Qiu and Xun Kuang in the Spring and Autumn Period and the Warring States Period have summed up a set of educational theories and methods in their long-term educational practice, and the ideas and viewpoints of educational psychology contained in them are still worthy of attention. Such as "teaching students in accordance with their aptitude", "individual differences" and "personality characteristics". Since then, educational thinkers in China have applied and developed some viewpoints of Confucius and Xunzi on educational psychology in educational practice.
In Europe, Greek philosophers advocate the pursuit of frankness and integrity of the mind and the development of human rationality through education. Socrates and Plato put great emphasis on the unity of psychological functions, which is called rationalism. They believe that people's understanding comes from rationality, and the purpose of education is to cultivate people's optimism and good mentality. Later Aristotle was convinced that reason can guide people's behavior, and the concept of reason can make people have higher good deeds. He collected and observed the physiological structure and characteristics of many creatures, and thought that psychology must be based on biological research and put forward scientific methods from universality to particularity, from concreteness to generality. St Augustine, a famous theologian in North Africa, taught that people have several mental abilities, each of which can develop independently. These viewpoints have inspired the development of educational psychology to some extent.
After the Renaissance in Europe, many educators attached great importance to psychological problems in education and teaching. For example, Czech educator J.A. Comenius believes that children's development often involves educational purposes, and knowledge is acquired through sensory contact with reality; Teaching materials must be suitable for children's development level and enhance their psychological ability through learning. Teachers should let students remember things that are really valuable and can be clearly understood. The teaching of things should first analyze and then synthesize, from simple to complex, from concrete to abstract, and reveal the law of things' development. Swiss education reformer J.H. Pestalozzi believes that the symmetrical and harmonious development of all human abilities is natural.
The development of his theory has gone through three stages:
Develop the mind through its official feelings and experiences;
Meet the needs through sports development;
Develop the mind through religious and moral experience.
He believes that the significance of education lies in helping children develop reasonably and normally; To do this, educators must understand children's psychology. The development of children's ability comes from the gradual grading of experience, so he once envisaged the establishment of an educational psychology. /kloc-J.F. Herbart, a German educator in the 20th century, strongly advocated that teaching methods should be based on psychology, and designed five teaching methods on this basis.
The formation of educational psychology as an independent discipline is closely related to the development of experimental psychology. 19 at the end of the 20th century, W. Feng Te, the founder of German experimental psychology, conducted extensive and massive experimental research on sensation in the psychological laboratory in Leipzig, Germany. Although he did not directly study educational psychology, several of his disciples contributed to the establishment of educational psychology, such as German E Man Mei, Swiss E Claparede, American G S Hall, J M Cartel, etc. In particular, Man Mei's Introduction to Experimental Pedagogy (1907 ~ 1908) covers almost all topics of educational psychology today. He believes that all education should be carried out according to children's development stage. Until 1903, American psychologist e.l. Thorndike published a book "Educational Psychology", which was later expanded into three volumes: Human Nature, Learning Psychology, Work, Fatigue and Personality Differences (1913 ~/.
After 1920, some scholars have made some new research achievements in the field of child psychology and developmental psychology in continental Europe. Such as Germany's W. Steen, F. E. Kruger, K. Biller, K. Koffka, D. Katz, H. werner, Switzerland's J. Piaget, the Soviet Union? . ? Vygotsky et al. At the same time, the intelligence test created by French psychologist A. Binet.Alfred was introduced to the United States. In this way, the research field of educational psychology is expanding and the content is becoming richer and richer.
Nowadays, due to the development of productive forces, the level of science and technology needs to be improved rapidly, and the basis of improving the level of science and technology lies in education. Therefore, all industrialized countries are actively developing education and developing intellectual resources, and strive to quickly cultivate a certain number of professionals with high-tech level. Therefore, the research of educational psychology has been paid more and more attention. Educators and psychologists have studied people's mastery of learning psychology, knowledge and skills from various aspects, and many schools have emerged. Thorndike, the founder of American educational psychology, was famous for his connectionism and trial-and-error theory in 1930s. Later, Skinner tried to update Thorndike's learning theory with operationalism. However, the cognitive school theory, which is opposite to the connection theory, is accepted by more people. Cognitive theory denies that the connection between stimulus and response is direct and mechanical. They believe that human behavior is mediated and dominated by consciousness. People's learning is not to form the connection between stimulus and response, nor is it trial and error, but to form a "cognitive structure" due to subjective organizational role. People are the main body of learning, and learning is active, not passive. While studying external conditions, we should pay attention to the study of internal processes and internal conditions. After the cognitive theory, the "self-realization theory" appeared. It believes that people's learning mainly depends on their own subjective efforts; Psychology should study personality from the perspective of people as a whole. Educational psychology should pay attention to the study of individual self-realization. In the process of education and teaching, the teacher's task is to promote the enthusiasm and initiative of students' learning and the relationship between teachers and students, and to inspire students to truly evaluate themselves. Therefore, teachers are guides to promote students' autonomous learning, rather than imparting information. It is not correct for self-realization theory to understand human learning and its various relationships only from the realization of personal potential. Because the reality restricted by social and historical development is not transferred by personal will. The development trend of educational psychology is to study people's learning activities in the interaction of real society, historical development and individuals, and gradually study people's learning consciousness, enthusiasm, initiative and self-evaluation. This paper studies how to promote the all-round development of students' morality, intelligence, physique and beauty in the process of education and teaching, so that they can become talents with ideals, morality, scientific knowledge and technology and can seek happiness for mankind.
Chinese educational psychologists are deeply studying the advanced ideas and achievements of educational psychology at home and abroad with the viewpoints and methods of dialectical materialism and historical materialism, proceeding from reality, conducting experimental research on various psychological phenomena in the process of education and teaching, establishing their own scientific system of educational psychology, and promoting the development of educational psychology.
The Content and Scope of Educational Psychology
Due to the different nature and social system of countries in the world, the views and methods of education implementation are not exactly the same, so the content and scope of educational psychology research also have their own characteristics. The content and scope of educational psychology research in European and American countries generally study the characteristics of children's development, psychological activities of special children, learning psychology, learning methods, learning guidance and mental health, learning psychological structure and model, educational evaluation and psychological measurement, teacher psychology and so on. 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.
Research methods of educational psychology
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.