On Development and Educational Psychology: Human Development and Educational Psychology
BC 1 enables people to form various advanced psychological functions and psychological activities on the basis of low-level psychological functions. 2. The moral dilemma story double story method 1 answer analysis Vygotsky's psychological development view. Vygotsky has studied psychological pedigree and individual development, especially his theory of social origin of human psychology and the dependence of children's psychological development on education and teaching.
First, he founded the aforementioned "cultural-historical development theory" to explain the advanced psychological functions that are essentially different between human psychology and animals. Vygotsky believes that the use of tools makes people adapt to nature in a new way, that is, the indirect way of material production, instead of adapting to nature in a direct way like animals.
The indirect experience of human beings, that is, the experience of social and cultural knowledge, is condensed in the production of human tools, which makes the law of human psychological development not restricted by the law of biological evolution, but by the law of social and historical development. Of course, the tool itself does not belong to the psychological field, nor does it join the psychological structure, just because of this indirect "tool of material production", that is, the unique language and symbols of human society.
Productive work and language are similar in that they both produce and develop indirect psychological activities. The difference is that production tools point to the outside, causing changes in objects, and symbols point to the inside, which does not cause changes in objects, but affects people's behavior.
Controlling nature and controlling behavior are interrelated, because people are changing their own nature while transforming nature. Secondly, he discussed the essence of development and put forward his concept of cultural and historical development.
Vygotsky thinks that development refers to psychological development. The so-called psychological development refers to: a person's psychology (from birth to adulthood) is a process of gradual transformation from low-level psychological function to high-level psychological function under the influence of environment and education.
The so-called low-level psychological function is the result of biological evolution, which is possessed by both humans and animals, including perception, involuntary attention, image memory, emotion, impulsive will, intuitive action thinking and so on. The so-called advanced psychological function is mediated by "language", which is the result of human historical development and unique to human beings.
Only by mastering human experience can human individuals form various advanced psychological functions. Advanced psychological functions include observation, casual attention, abstract thinking, advanced emotion, will and so on.
The sign that psychological function develops from low level to high level is:? The randomness of psychological activities is enhanced; ? Abstract of psychological activities-summarizing functions, that is to say, various functions are advanced because of the participation of thinking (mainly abstract logical thinking); ? The relationship between various psychological functions is constantly changing and combining, forming an indirect psychological structure mediated by symbols or words; ? Individualization of psychological activities. The reason for the development of psychological function from low level to high level: it stems from the development of social culture-history and is restricted by social laws.
? From the perspective of individual development, children form various advanced psychological functions on the basis of low-level psychological functions by mastering the tools of high-level psychological functions-language and symbols. ? Advanced psychological function is the result of constant internalization.
It can be seen that Vygotsky's psychological development view is closely related to his cultural-historical development view. He emphasized that the advanced function of psychological development is the product of interpersonal relationship and social, cultural and historical development in the process of human material production; It is emphasized that psychological process is a qualitative change process, and a series of indicators are determined for this change process.
2 Answer analysis: Piaget used the double story method to study the development of children's moral cognition according to the projection principle of psychoanalysis. Kohlberg's research method is mainly moral dilemma.
He sorted out nine moral dilemmas, such as Heinz's story of stealing drugs: a woman in Europe was dying of cancer. The doctor thinks that there is only one medicine that can save her, and that is the radium ingot newly developed by a pharmacist in this city.
The cost of preparing this medicine is 200 yuan, but the price is 2000 yuan. Heinz, the husband of the sick woman, borrowed money everywhere, but only got 1000 yuan in the end.
Heinz pleaded with the pharmacist, his wife is dying. Can you sell him the medicine cheaper or allow him to take credit? But the pharmacist refused, saying, "I developed this medicine just to make money."
Heinz had no choice but to break into the pharmacist's warehouse and steal medicine. Q: Should this husband do this? Why? Using this dilemma story, Kohlberg studied 75 subjects aged between 10 and 16.
After that, it will be repeated every three years until the age of 22~28. He asked people to judge right or wrong after listening to the story, then asked them a series of questions to answer, and then divided the development level of moral judgment according to their answers.
At the same time, according to a series of answers, various scales of different levels were compiled to measure the moral development level of other children. Kohlberg distinguished 30 universal moral attributes from the subjects' statements, such as justice, rights, obligations, moral responsibility, moral motives and consequences.
Each attribute can be divided into six grades, totaling 180, and then the children's moral concepts in the dialogue are classified as 180, and then a small item in the classification table of 180 is classified as a score. The proportion of children's scores in all expressions at a certain stage is the level of children's moral judgment at that stage.
It is said that its reliability is as high as 0.68~0.84. This method is an important means for Kohlberg to study the development of human moral judgment, and finds that human moral judgment has a gradual development process, which is divided into a series of different stages.
Kohlberg believes that people's moral judgment can be divided into three levels, each level has two stages, * * * six stages.
Postgraduate entrance examination in psychology: the research direction of development and educational psychology?
The tutor is Zou Hong. Look at his article specifically. In fact, what research you do may or may not have something to do with your tutor. Tutors generally respect your idea of "social development and healthy personality education", which seems to be training children's social skills to improve their interpersonal communication and mental health development. I have read Zou's paper, and the following is a professor's online search: anonymous source: unknown hits: 1263 update time: 2005-4- 1 10:44:00, female, doctor, professor, doctoral supervisor, vice president of psychological college, professional direction: personality and society. 1998, Ph.D., Institute of Developmental Psychology, Beijing Normal University.
Professional experience: from June 65438 to July 0982, he stayed in the school to teach in the Department of Psychology of Beijing Normal University; From June 65438 to June 0985, he has been teaching at the Institute of Developmental Psychology of Beijing Normal University. 199912 February 2002 to Deputy Director of Institute of Developmental Psychology, Beijing Normal University; 1999, 10 to 200 1 12 as the executive deputy editor of Psychological Development and Education; June1989-March 1990 was a visiting scholar in the Department of Psychology of Wayne State University (WSU), Michigan, USA, studying developmental psychology and adolescent psychology and conducting cooperative research. 1April 1990 to 199 1 April 1990, he was a visiting scholar at the Graduate School of Education of the University of California (UCLA), studying personality and social development and conducting cooperative research.
Main courses: child psychology, developmental psychology (undergraduate), personality and social development (master), theory and practice of personality and social development, evaluation and consultation of personality and social development (doctor). Academic Group * * *: Director of Chinese Psychological Society, Director of Beijing Psychological Society; Member of Chinese Psychological Society, Member of Children and Educational Psychology Society of China Education Society, Member of International Behavior Development Research Association [Main Works]: Main Works: The Development of Adolescent Peer Relationship, Beijing Normal University Press, 2002; School psychology (co-author), People's Education Press, 2000,12; Developmental Psychology (co-author), People's Education Press, 1995, 1 1.
Papers published in domestic core journals (1998-2001):1. Research on Friendship, Psychological Development and Education of Disadvantaged Children, 200 1, 3; 2. A summary of service learning practice and research in the United States, Comparative Education Research, 200 1, 8; 3. The influence of middle school students' stressful life events and personality characteristics on stress coping, psychological development and education, 2000,4; 4. Trait anxiety of college students: structure and characteristics, psychological development and education, 2000,45. Development of five-factor personality questionnaire for middle school students, psychological development and education, 2000,1; 6. Study on the Relationship between Trait Anxiety and Social Support System of College Students, Journal of Hebei University (Philosophy and Social Sciences Edition) 2000,1; 7. Research on Adolescent's Communication Goal and Peer Relationship, Psychological Development and Education,1999,2; 8. Middle School Students' Social Support System and Peer Relationship, Journal of Beijing Normal University, 1999,1; 9. Research on the developmental function of peer relationship and its influencing factors, psychological development and education,1998,2; 10. Relationship between friendship, friendship quality and peer acceptance of middle school students, Journal of Beijing Normal University, 1998,1; 1 1. A study on the relationship between social role models, the quality of social relations and teenagers' social concepts and behaviors, psychological development and education, 1998, 1.
Papers on educational psychology
Difficulties and changes in the development of vocational education psychology in China Abstract: There are some problems in the role orientation, structural system, development direction and subject image of vocational education psychology in China.
The deep-seated reasons for the development dilemma of vocational education psychology are unclear subject development path, closed school-running form, narrow scholars' research vision, low level of research team and lack of depth in curriculum and teaching. Therefore, we must adopt a multidisciplinary paradigm, establish an open and interactive academic mechanism, pay attention to the orientation of applied research, build a professional teaching staff through internal training and external introduction, and create a new situation in the development of vocational education psychology.
Keywords: psychology of vocational education; Discipline paradigm; Development concept; Academic mechanism; Since 1990s, with the rapid development of vocational education and psychology in China, the psychology of vocational education has also made remarkable progress and published some distinctive and representative research results. However, on the whole, the development status of vocational education psychology in China is not optimistic, with slow development and little effect.
Rational reflection and scientific construction are the keys to the development and maturity of emerging disciplines. Only when a discipline puts itself forward as a problem does it begin to mature.
Vocational education psychology should be able to achieve sustainable development through constant self-reflection. 1. "Metaphor": the problems in the development of vocational education psychology and the requirements of vocational education reform and development practice. Compared with the development of international vocational and technical education, there is still a big gap in vocational education psychology in China.
In practical work and theoretical research, several metaphors about the current situation of vocational education psychology illustrate the outstanding problems in the development of vocational education psychology in China. (A) "handmaiden" and "vassal": Improper role positioning Vocational education psychology is a special and very important branch discipline.
"The position of a discipline in the discipline category shows our overall knowledge and understanding of this discipline, and it will also affect its development direction and the attention it should receive. This is no small matter." ③ In the discipline system, vocational education psychology is in a difficult situation, and it is basically in the embarrassing position of "handmaiden" of vocational education and "vassal" of educational psychology.
In the discipline construction of vocational education, the role of vocational education psychology has become dispensable, mostly vacant, absent or misplaced. (2) "big platter": the structural system is immature. At present, there are basically two ideas: one is the "docking" and "grafting" between vocational education and educational psychology, and the other is to seek the support and support of psychological theory according to the actual needs of vocational education.
These two concepts do not meet the needs of the reform and development of vocational education, and also lead to the "popularization" of the teaching and textbook compilation of vocational education psychology. Transplant plagiarism is obvious and lacks the characteristics of vocational education. In vocational and technical normal colleges, the common practice is to reflect the latest research results in the field of vocational education, constantly increase new topics in educational psychology research, and combine teacher-student psychology, learning psychology, teaching psychology, social psychology, management psychology and professional psychology into one, which has not yet formed a relatively mature and recognized discipline framework and structural system.
(3) "megaphone": the role is not ideal. The reform, development and decision-making of vocational education need vocational education psychology, and academic research provides practical psychological basis. However, vocational education psychology mostly borrows or applies the thoughts and research results of educational psychology, and mostly spreads the "voice" of general education or educational psychology, lacking the proper transformation and innovation and vocational education characteristics, and lacking a profound grasp of the psychological laws of vocational education activities.
Vocational education psychology has become the "echo" of general pedagogy or educational psychology, which essentially reflects the "marginalization" of the function and role of vocational education psychology. Although the academic contribution of the published books and textbooks on vocational education psychology in China is valuable, on the whole, the academic influence is not great enough, and the scientific guidance to the practice and research of vocational education is not strong enough.
(D) "four unlike": the development direction is not clear. Vocational education psychology is the product of the combination of vocational education and psychology, and it is an interdisciplinary subject. In the division of disciplines, whether vocational education psychology belongs to vocational education or educational psychology is also controversial in academic circles, and there is no clear stipulation.
In the development trend of the discipline, vocational education psychology has not yet become a relatively independent branch discipline and has not yet formed its own unique discourse system. It can also be said that the development pattern of benign interaction between vocational education psychology and other disciplines has not yet formed, and we have not found a more suitable development path for vocational education psychology.
(5) "Chicken ribs": The psychology of vocational education with insignificant benefits is produced and developed to meet the needs of modern society for vocational education. Under the background of strong social demand and rapid development of vocational education, vocational education psychology can and must do something, and can and should produce good vocational education and social benefits.
However, the basic reality is that the psychology of vocational education in vocational and technical teachers' colleges is still detached from the education and teaching system of personnel training, and has become an "extra addition" to the teacher education major (teachers' class), a dispensable "redundant person" position, and even a tasteless, useless and regrettable "chicken rib". The article comes from fanwenmuban/view/2444 17.
Papers on educational psychology
The following information is for your reference. I hope it helps. 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 an interdisciplinary subject of educational science and psychological science. Educational psychology became an independent subject at the end of 19, but many educators in history have been able to consciously 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, stimulate their psychology and promote their liveliness and exuberance.
Interest research 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 of 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, * * and reaction. The educational psychology question put forward by psychology extends the research scope of educational psychology to the "epiphany" problem beyond Thorndike's three laws of learning, and also expands the "whole concept", "transfer concept" and "law of precision" of Gestalt school.
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 task of educational psychology is increasing, and the scope of research is "flying". What's wrong with you? Consultation? Is it difficult to get rid of the target? What happened to stupid milk? (3) Hey? Apricots? Did Jiao Xian escape from K? Say it more evenly? Gouna looking for ma jueying? Schoolbag chewing cluster street Jue Lai Luan shape? 5. Let's worry about the last tree. Why don't you make an appointment? ? Nbsp; 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 contents 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 life.
What is the difference between the development of basic psychology and the applied psychology of educational psychology?
Basic psychology: mainly involves the experimental research and development of EEG, cognition and eye movement, and educational psychology: mainly involves applied psychology in emotional regulation, personality and social development. It mainly involves the direction of counseling and treatment and the research direction of teachers and tutors in various schools, and sets up corresponding courses for study.
Generally speaking, basic psychology needs the ability of research and experiment, the ability of designing and operating experiments, and of course the ability of writing papers is also very needed. Development and educational psychology are related to human development and all aspects of human research. Applied psychology mainly studies how to apply psychological knowledge to real life. Counseling therapy is to diagnose and consult people's psychological problems and help people help themselves; Human resource management is mainly the management of enterprise employees.
As for being a middle school teacher, there is no rigid standard for finding a job, but personally, I think it is best to study applied psychology. Because going to middle school as a teacher requires psychological counseling skills, crisis intervention and experience in student group counseling, but other directions can be learned.