运用教育心理学实施化学教学方法初探

对如何根据中学生的心理特点，通过适用分析、联想、推理、论证、归纳等方法实施教学，充分发挥学生的记忆、思维、想象等能力、激发学习兴趣，达到提高教学质量的目的进行了论述。     

Cooperative versus competitive educational psychology classrooms: A comparative study

Four introductory educational psychology classrooms were differentially taught, three with a cooperative (ns = 30, 36, and 31) and the other an individually competitive (n = 40) goal structure. A two-way repeated-measures ANOVA design was used to examine pre- and posttest (time) learning by treatments within subjects. The four groups were not found to be significantly different from each other on the pretest. All four groups obtained significant (p < 0.001) gains on their posttest scores as contrasted with their pretest scores. While a statistically significant interaction between treatment groups and time was obtained, no significant differences were encountered among the four groups' posttest scores. Affective differences were obtained among the four groups indicating significantly more negative perceptions being associated with the individually competitive as contrasted with the three cooperative groups. The data suggest that while significant achievement gains were obtained by all three goal structures, students have a much more negative experience with the individually competitive and prefer a cooperative goal structure.     

A historical overview of educational psychology

A historical review of educational psychology might improve understanding of current status and problems. Before American development of the field, the Greeks, Juan Vives in the 16th century, and Pestalozzi and Herbart in the 19th century applied psychological views to educational problems. Despite the absence of scientific psychology in 19th century America, normal schools offered courses purporting to be psychological in content; these courses were supported by textbooks on the subject. James began, and Thorndike developed, the discipline that by the mid-1920s had assumed much of its current form. Journals and academic departments appeared in the first quarter of the century also. The continuing search through the middle of the century for a satisfying professional organization reflected educational psychology's difficulties in establishing an identity. It is not clear even today that the field has “crystallized,” as one writer described it in the 1920s.     

Intuitive parenting: Aspects related to educational psychology

The human infant has been reportayed in recent infancy research in relation to genetic vs. environmental determinants of development, significance of early integrative processes, didactic interventions (discovered in intuitive forms of parenting), and the role of preverbal parent-infant communication. The new interpretation of early didactic supports to social integration and speech acquisition may interest educational psychologists in particular. It explains the seeming contradiction between early learning and infantile amnesia, and reveals a parental preadaptedness which has evolved to mach both the needs and the constraints of infants in mastering the most significant means of human adaptation — speech. It seems plausible that in addition to the evolution of an advantageous vocal tract and necessary brain circuits for perception and production of vocal symbols, speech evolution has also been influenced by coevolution of supportive tendencies in social environment. Moreover, didactical features of intuitive interventions suggest that rational academic didactics may have deep biological roots in the evolution of human prosocial tendencies.     

The literature of educational psychology and the literature used by writers in educational psychology

Using Psychological Abstracts as the source of the original sample (“first-level”), various characteristics of the literature of educational psychology are compared with the characteristics of a “second-level” literature (defined as the literature that the first level cites). In particular, the scatter (dispersion) of periodical articles over periodical titles is looked at for both levels. The journals most cited within the literature of educational psychology are identified.     

注重道德接受心理研究 提高学校道德教育效果

在阐述注重道德接受心理研究的理论及现实依据的基础上,提出了注重道德接受心理研究才能有效提高学校道德教育效果的新思路,并提出了道德接受心理研究的3个主要研究方向：即注重接受主体“前在性”的道德接受心理倾向、道德接受心理障碍以及道德接受心理优化研究。     

课例研究:如何从教育模式走向教育实践

课例研究作为一种教师专业化发展模式已经引起教育研究者和教育者的广泛关注.作为从日本移植的一种教育模式,如何充分理解与改进课例研究,发挥其对改进课堂教学的潜在意义,是一个在理论与实践方面都有重要意义的问题.课例研究作为一种教育研究方法在进一步发展中应进行的三类研究:发展有关课例研究的核心特征的理论;阐明课例研究的机制;课例研究的方法论和证明路线.     

Coaching psychology: an approach to practice for educational psychologists

Coaching psychology is a distinct sub-discipline of academic and applied psychology that focuses on the enhancement of performance, development and well-being in the broader population. Applied in educational contexts, the practice of coaching psychology has the potential to have a positive impact by supporting children and adults to achieve enhanced standards of functioning and well-being. It therefore represents a way in which educational psychologists (EPs) might elect to diversify their practice. However, EPs are disproportionately under-represented in the development of this emerging field. This article charts the birth and evolution of contemporary coaching psychology, and presents a case study illustrating the application of this methodology in a school context. Suggestions are given regarding professional development activities that might be undertaken by EPs seeking to develop coaching psychology as a strand of their practice.     

Applying cognitive psychology to educational practice: The mind of the reading teacher

Students learn what they are taught. If a student fails to acquire the skills of reading, then one ought first to examine the program of reading instruction. The foundations of literacy in English require analysis of human cognition, of the formal use of language (the rhetoric), and of the peculiarities of the English language. The materials presently available for training reading teachers and for providing them support in reading instruction give little or no attention to these foundations. Such materials are likely to misdirect the teacher, giving him or her little guidance for presenting an effective program of instruction in reading. A syndrome like dyslexia as a consequence becomes obscured by the many youngsters for whom the problem is a lack of clarity and coherence in the instructional program. Progress in dealing with specific learning disabilities will be hampered until these fundamental problems are resolved. Presented at the 33rd Annual Conference of The Orton Dyslexia Society, San Diego, California, November 1983.