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 on 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 Leontief and Gary Peilin 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 at the same time, many experts and scholars have carried out a lot of experimental research in combination with China's educational reality, some of which are close to 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.
Edit this paragraph to study the 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.
Edit the content and scope of this paragraph.
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.
Edit the difference between school psychology and educational psychology in this paragraph.
[2] 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.