Development Status Quo and Trend of Modern Educational Psychology
Available Online December 2014.
- https://doi.org/10.2991/asshm-14.2014.108How to use a DOI?
- education reform; learning concept; teaching concept
- When Examining the dominant ideology of educational reform movement during different time, and analyzing the interaction of Educational Psychology Development and Education Reform movement, we can see to some extent education reform enriches the theory and the content system of educational psychology, expands educational psychology research areas, enhances the awareness of the acknowledgement of education psychology, at the meantime it has the following revelation educational psychology development: teaching and learning is the basic content of the study of educational psychology; theory and practice is the foundation for the development of educational psychology; scientific thought combined with humanistic ideas is the inevitable choice of educational psychology development. Educational psychology is a science of the study of school teaching and learning activities and its operational mechanisms and basic law of interaction, although she was born less than a hundred years since the early 20th century, but it has made tremendous achievements. By systematic comparing the development of educational psychology history since its birth, this paper cites the important achievements and development characteristics of each period, and explores the hot issues currently being studied psychology, then looks into the development tendency of educational psychology.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Xu Huayao PY - 2014/12 DA - 2014/12 TI - Development Status Quo and Trend of Modern Educational Psychology BT - Proceedings of the 2014 2nd International Conference on Advances in Social Science, Humanities and Management PB - Atlantis Press SP - 391 EP - 393 SN - 2352-5398 UR - https://doi.org/10.2991/asshm-14.2014.108 DO - https://doi.org/10.2991/asshm-14.2014.108 ID - Huayao2014/12 ER -