Development Status Quo and Trend of Modern Educational Psychology

DOI

10.2991/asshm-14.2014.108How to use a DOI?

Keywords

education reform; learning concept; teaching concept

Abstract

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.

Copyright

© 2014, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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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  - 10.2991/asshm-14.2014.108
ID  - Huayao2014/12
ER  -