MindMap Gallery Overview of Educational Psychology
Educational psychology is a science that studies the basic psychological laws of "learning and teaching" in educational and teaching situations. It summarizes the basic connotation of educational psychology, the development of educational psychology, and the research methods of educational psychology.
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This is a mind map about bacteria, and its main contents include: overview, morphology, types, structure, reproduction, distribution, application, and expansion. The summary is comprehensive and meticulous, suitable as review materials.
This is a mind map about plant asexual reproduction, and its main contents include: concept, spore reproduction, vegetative reproduction, tissue culture, and buds. The summary is comprehensive and meticulous, suitable as review materials.
This is a mind map about the reproductive development of animals, and its main contents include: insects, frogs, birds, sexual reproduction, and asexual reproduction. The summary is comprehensive and meticulous, suitable as review materials.
Overview of Educational Psychology
Basic connotation of educational psychology
Research objects of educational psychology
Educational psychology is a science that studies the basic psychological laws of "learning and teaching" in educational and teaching situations.
The nature of the subject of educational psychology
A type of "applied psychology"
The interdisciplinary subject of "Education" and "Psychology"
The core of educational psychology
Aims to study students’ “learning psychology”
Research content of educational psychology
The interactive process of learning and teaching
Three processes
1. Learning process
core content
2. Teaching process
3. Evaluation/reflection process
There is evaluation and reflection throughout the entire process
Four contents
1. Learning psychology
2. Student psychology
3. Teacher psychology
4. Teaching psychology
five elements
1. Student
main body
group differences
age
gender
social culture
Individual Differences
basic knowledge
learning method
intelligence
interest
need
2. Teacher
leading
3. Teaching environment
physical environment
related to things
Classroom natural conditions
Such as temperature, lighting
Teaching facilities
Such as tables and chairs, blackboards, projectors
Space layout
For example, the arrangement of seats
social environment
related to people
Class rules
classroom atmosphere
Teacher-student relationship
Classmate relationship
school spirit
Sociocultural background
4. Teaching content
5. Teaching media
The role of educational psychology
1. Description
Help teachers understand the problem accurately
2. Explanation
Provide scientific theoretical guidance for practical teaching
3. Prediction
Help teachers predict and intervene with students
4. Control
Help teachers conduct educational research based on actual teaching
The development of educational psychology
1⃣️, initial period (before the 1920s)
Overall characteristics
Use "general psychological principles" to explain practical educational issues
The west
Ushinsky "Man is the Object of Education"
Founder of Russian educational psychology
Kapterev's "Educational Psychology"
The world's earliest book named "Educational Psychology"
Thorndike "Educational Psychology" 1903
The first educational psychology book in the West
father of educational psychology
China
Landlord Yue——Translator
"Educational Practical Psychology" written by Japan's "Ohara Mataichi"
my country’s first “book” on educational psychology
2⃣️, development period (1920s to late 1950s)
Overall characteristics
It has not yet become a discipline with an independent theoretical system
The west
1920s - Absorbing "child psychology" and "psychological testing"
1930s - the development of "disciplinary psychology"
1940s - "Freud" theory
1950s - The rise of "programmed teaching" and "teaching machines"
China
Liao Shicheng——Written
"Educational Psychology"
my country’s first educational psychology “textbook”
3⃣️, mature period (1960s to late 1970s)
Overall characteristics
Educational psychology is formally formed as a "discipline with an independent theoretical system"
The west
Bruner - Curriculum Reform Movement
Rogers - Humanistic Education Reform
Ausubel - meaningful learning
Gagne - Learning to classify
computer assisted instruction
China
stagnant development
4⃣️, Perfection period (after the 1980s)
Overall characteristics
The system is getting better and better, and the system is getting richer and richer.
The west
Brunner special report
1. Active research
2. Reflective research
3. Collaborative research
4. Social and cultural research
China
Pan Shu
"Educational Psychology" 1980
Reflects the new achievements of modern educational psychology
Development Trends in Educational Psychology
1. Pay more attention to problems existing in actual education and teaching, and gradually expand the field of research
2. "Integrated" research methods
3. Research on learning strategies, teaching strategies, problem-solving strategies, and the interaction between learning motivation students and learning situations will surely be further deepened or developed.
4. Individual differences and personalized teaching research will continue to receive attention
5. The theory will gradually become complete and systematized, and then there will be a relatively unified system.
Research Principles of Educational Psychology
1. Principle of objectivity
"Prerequisites"/"basic principles" for conducting scientific research
Seek truth from facts
2. Holistic principle/systematic principle
Comprehensive, developmental, holistic perspective
3. Educational principle
Conducive to the normal and healthy development of students
4. The principle of integrating theory with practice
Solve practical problems based on actual needs
5. Developmental principle
Dynamic and evolving
Research Methods in Educational Psychology
1. Experimental method
The experimental method is a method of "changing and controlling" certain conditions according to the purpose of research to cause changes in a certain psychological activity of the subject, thereby revealing "the relationship between specific conditions and this psychological activity."
independent variable, dependent variable
Explore "causality"
independent variable, dependent variable
The experimental method is the “most widely used and most accomplished” method in scientific research.
divided into
1. Laboratory experiment method
Methods of conducting educational experiments "in the laboratory" with the help of various specialized instruments and equipment
2. Field experiment
In a "natural situation", the experimenter creates or changes some conditions to cause changes in certain psychological activities of students, thereby conducting research.
delayed gratification experiment
2. Observation method
"The most basic and common method" in educational psychology research
The front door to scientific research
The observation method uses the senses or with the help of certain scientific instruments to purposefully and plannedly examine and describe the performance or behavioral changes of individual psychological activities, thereby collecting relevant research data.
Observation can only answer the question "what", not "why"
3. Investigation method
The survey method is a method of "indirectly" understanding the psychological activities of subjects through various channels.
Available in two forms
1. Questionnaire survey/questionnaire method
2. Interview survey/interview method
4. Case approach
A person conducts "in-depth and detailed" location observation and research, collects relevant materials, and analyzes his or her psychological characteristics
The research object can be an "individual" or an "individual group or institution"
5. Educational experience summary method (teachers)
An educational research method that "analyzes and summarizes" educational phenomena based on the facts provided by educational practice and according to scientific research procedures, revealing its internal connections and laws and elevating it to educational theory.
6. Work analysis method/activity product analysis method (students)
Methods to understand students’ psychological activities through “analyzing students’ activity works” (handicrafts, paintings, compositions, etc.)