What Does an Educational Psychologist Do?

Educational psychology is the study of human learning, the effects of educational interventions, teaching psychology, and the social psychology of school organization in educational settings. The emphasis of educational psychology is to apply the theory or research of psychology to education. Educational psychology can be used to design courses, improve teaching methods, promote learning motivation, and help students face difficulties and challenges encountered in the process of growth. The terms "educational psychology" and "school psychology" are often used interchangeably, but people who are generally engaged in theoretical work and research are more likely to be called educational psychologists. Classified as a school psychologist. Educational psychology focuses on how students learn and develop. In practice, special attention is paid to students with special educational needs (whether they are gifted children or students with emotional and behavioral problems). It also helps to understand educational psychology through its relationship with other disciplines. First, educational psychology is based on psychology. The relationship between the two disciplines is like the relationship between medicine and biology, or engineering and physics. Then, from the field of educational psychology, there can be developed many special fields to study educational issues, including instructional design, educational technology, curriculum development, organizational learning, special education, and classroom management. Educational psychology receives nutrients from the cognitive sciences and learning sciences, and also feeds back into these disciplines. In universities, the specialty of educational psychology is usually located in the education department, which may be due to the lack of educational psychology in the introduction to psychology.

Educational psychology is the study of human learning, the effects of educational interventions, teaching psychology, and the social psychology of school organization in educational settings. The emphasis of educational psychology is to apply the theory or research of psychology to education. Educational psychology can be used to design courses, improve teaching methods, promote learning motivation, and help students face difficulties and challenges encountered in the process of growth. The terms "educational psychology" and "school psychology" are often used interchangeably, but people who are generally engaged in theoretical work and research are more likely to be called educational psychologists. Classified as a school psychologist. Educational psychology focuses on how students learn and develop. In practice, special attention is paid to students with special educational needs (whether they are gifted children or students with emotional and behavioral problems). It also helps to understand educational psychology through its relationship with other disciplines. First, educational psychology is based on psychology. The relationship between the two disciplines is like the relationship between medicine and biology, or engineering and physics. Then, from the field of educational psychology, there can be developed many special fields to study educational issues, including instructional design, educational technology, curriculum development, organizational learning, special education, and classroom management. Educational psychology receives nutrients from the cognitive sciences and learning sciences, and also feeds back into these disciplines. In universities, the specialty of educational psychology is usually located in the education department, which may be due to the lack of educational psychology in the introduction to psychology.

Chinese name

Educational psychology

Foreign name

Educational psychology

Applied discipline

psychology

Application range

Educational psychology

Research Objects of Educational Psychology

Educational psychology is the science that studies the basic psychological laws of middle school and teaching in the context of education and teaching. It mainly studies the psychological process of the interaction between teacher and student in teaching and learning in the context of education and teaching and the psychological phenomenon in the process of teaching and learning.

Educational psychology is closely related to general psychology and pedagogy, so it has the following different views on its research objects: Based on the system of pedagogy, it studies the cultivation of people who develop morally, intellectually and physically Educational methods. (2) It is believed that educational psychology must study the psychological structure of people, and determine its theoretical system according to the laws of psychological activities in the educational process, and explore the psychological phenomena in the process of family education, school education, social education and even lifelong education. (3) It is not necessary to distinguish educational psychology from ordinary psychology. It is entirely possible to apply the theoretical knowledge of psychology to educational work, explore the principles of psychology in educational practice, and explain the ways to accelerate the cultivation of people. The main task of educational psychology is to study the nature, conditions, effects, and evaluation of classroom learning. It should focus on the study theory, especially the study theory of students' acceptance of knowledge and skills. As for children's psychological development, adult psychology, mental health, personality, etc., except those directly related to education and teaching, they should not be included in educational psychology, but should be included in the research of general psychology or social psychology. I believe that educational psychology should focus on the study of various psychological phenomena and their development rules under the influence of education and teaching, and establish their own theoretical system in combination with reality, directly promote the reform of education and teaching, improve the quality, and The effect reaches the most ideal level of development for students.

Based on the above opinions, although educational psychology is closely related to the basic theories of general psychology, it mainly studies students' psychological phenomena and the law of psychological development under the conditions of education and teaching, so it has its own characteristics. The relationship between educational psychology and pedagogy is also very close. Because education is a complex and meticulous work for cultivating people. To effectively and quickly achieve the purpose of education, so that students can develop in moral, intellectual, and physical aspects, and become people who meet social requirements, they also need With the guidance of educational psychology, in order to deeply discover and grasp the laws of students' physical and psychological changes and development; and in order to determine the training objectives of a certain educational stage, select educational content and methods to provide psychological basis. Therefore, educational psychology does not simply use the knowledge of general psychology to explain or explain the phenomenon of education and teaching, nor does it regard education and teaching processes as general processes of psychological activities, but to reveal the influence of education and teaching The law of changes and control of functional systems caused by the exchange process and interaction of external and internal information of students. The object of educational psychology research is the psychological activity and development law of students under the influence of education and teaching. Such as students master the knowledge and skills, moral norms and the formation of personality and other psychological laws. The relationship between students' physical fitness and psychological development, as well as the psychological factors that affect students and teachers, students and students, are also the objects of educational psychology research.

Nature of Educational Psychology

Educational psychology is an interdisciplinary subject with distinct characteristics. Its interdisciplinary characteristics are mainly reflected in: the intersection of psychological science and education science; the intersection of basic science and applied science; The emphasis of educational psychology is to apply the theory or research of psychology to education. Educational psychology can be used to design courses, improve teaching methods, stimulate learning motivation, and help students face difficulties and challenges encountered in the process of growth.

Educational Psychology Research Content

The specific research category of educational psychology is centered on the interaction process between learning and teaching. The process of interaction between learning and teaching is a systematic process. The system contains five elements: students, teachers, teaching content, teaching media, and teaching environment. It is intertwined by three kinds of activities: learning process, teaching process, and evaluation / reflection process.

Educational Psychology Research Tasks

Educational psychology is an interdisciplinary subject. Therefore, educational psychology has a dual task. It has both the nature task of pedagogy and the nature task of psychology. First, research and reveal the nature, characteristics and types of student learning in the education system, as well as various learning processes and conditions; so that the psychology department can develop in depth in the field of education. Secondly, study the psychological principles of how to use students' learning and their laws to design education, reform the education system, and optimize the education system in order to improve educational efficiency and accelerate talent training.

Significance of Educational Psychology Research

1. Educational Psychology Helps Improve Teachers

The focus of teacher team building is on teachers, and the qualities of teachers include both professional and educating qualities. Educational psychology is an important part of educational theory and technology. It not only helps to improve the theoretical literacy of teachers, but also improves the ability of teachers to solve practical problems in education.

2. Educational psychology is conducive to improving the quality of education and teaching

Educational psychology helps teachers to understand students more deeply and improve the pertinence of education and teaching. Studying educational psychology can better understand the psychological basis of teaching measures, so that we can more actively and scientifically control teaching methods and educational methods, enrich our teaching art, and thereby improve the quality of teaching in an all-round way.

3. Educational Psychology Helps Educational Teaching Reform

Throughout the international and domestic successful education and teaching reform is not only psychology, but also mainly supported by educational psychology. The most typical are the three major education reformers in the 1950s and 1960s, Bruner in the United States, Zankov in the former Soviet Union, and Wagenschein in Germany (who is a psychologist himself). Studying educational psychology is conducive to improving the level of dialectical materialism and consciousness of teachers' self-education. It is also conducive to better ideological education for students, do a good job in teaching and educating people, and improve teaching and educating to a more scientific level; And it is beneficial for teachers to summarize their work experience and consciously carry out scientific research in education.

Origins of Educational Psychology

Herbart

Educational psychology only became an independent discipline at the end of the nineteenth century, but many educators in history have been able to teach in a targeted manner according to the psychological state of people in educational practice. The ancient Chinese educator Confucius put forward the heuristic teaching method of "no anger, no revelation, no frustration".

Socrates of ancient Greece also proposed the idea of educational psychology, "I am not giving knowledge, but giving birth to knowledge itself." The emergence of educational psychology is the historical process of combining psychology with education and gradually forming an independent branch. In the 19th century, with the development of psychology, many scholars tried to use the perspective of psychology to demonstrate the educational process.

Herbart was the first scholar to explicitly put psychology as the theoretical foundation of pedagogy. As early as 1806, he published the book "General Education". The book attempts to explain some problems of education, especially the theoretical problems of teaching, from the perspective of psychology. In 1835, he wrote the Outline of Educational Pedagogy, which supplemented and exerted a series of educational psychology thoughts described in the previous book. Herbart's attempt to combine psychology with education played a large role in promoting the emergence of educational psychology.

After Herbart, the earliest attempt to apply psychological knowledge in education was the Russian educator Ushensky. "People are the Object of Education" published by him in 1868 is not only of great significance in the history of the development of Russian educational psychology, but also an important work for the study of the history of educational psychology in other countries. Subsequently, the Russian educator Kaputelev published the book "Educational Psychology" in 1877. This is the earliest formal work on educational psychology named after educational psychology. But because it does not provide an independent subject content system, it does not mean that educational psychology has been established as an independent subject ever since.

Thorndike

Following previous attempts to combine the psychology and education of previous pioneers, similar works have appeared in other countries, but most of these works have transplanted psychological knowledge into education through inference, and have few practical educational psychological problems. specialized research. The main contribution of this type of work is to motivate people to pay attention to the problems of educational psychology, but it does not mean that education problems are well solved.

As a result, in the late 19th and early 20th centuries, an "experimental pedagogy movement" advocating experimental research on children's body and mind. The advocates of the "Experimental Pedagogy" were German educators Moimann and Rye. They attach great importance to the experimental research ideas of children's physical and mental development and improvement of education methods, which deeply impressed many educators and psychologists in Europe and the United States. Under their initiative, an experimental education campaign was launched. This has greatly promoted the application of tests and experiments in later educational psychology research and the development of children's body and mind.

An outstanding contribution to the development of educational psychology is the American psychologist Thorndike. He aspired to study and solve related learning problems with accurate and precise quantitative methods. In 1903, he wrote the book "Educational Psychology", which was later expanded into a three-volume "Educational Psychology" and published in 1913-1914. In the book, Thorndike created a complete system of educational psychology, thus formally establishing the status of educational psychology as an independent discipline, marking the official birth of educational psychology.

Historical Development of Educational Psychology

1. The origin of educational psychology

The person who proposed the psychology of education was Kirsten Roch. Comenius in the Czech Republic for the first time explicitly stated that education must follow natural thinking. Pestloch of Switzerland proposed "educational psychology". For the first time, Herbart in Germany explicitly proposed to base teaching research on the disciplines of psychology.

The famous Russian educator Ushensky published "Educational Anthropology" in 1867 (the Chinese translation of this book is "People Are the Object of Education", Science Press 1959). The book "Educational Psychology" by Russian educator and psychologist Kapjelev (..) was published in 1877. The book "Educational Psychology", published by Thorndike in 1903, elaborates the concept of learning in the context of school, thus making educational psychology an independent experimental scientific system, which is the true beginning of modern educational psychology. In 1913, this work was expanded into three volumes, including three parts: human nature, learning psychology, individual differences, and their causes. He proposed the three major laws of learning (the law of effect, the law of preparation, and the law of practice) and the theory of individual differences, which became important topics of educational psychology research around the 1920s. Because of the focus of educational psychology research on learning psychology by Thorndike, the educational psychology community in China has long regarded learning psychology as the main object of educational psychology research. This is by far the earliest known work on educational psychology officially named "Educational Psychology", which makes Thorndike the founder of the discipline of educational psychology.

2. Developmental stages of educational psychology (1920s to 1950s)

Since the 1920s, educational psychology has drawn on the research results of child psychology and psychological measurement. In fact, psychological measurement is the result of experimental education during the period of progressive education. It has greatly expanded its content. After the 1930s, subjective psychology developed rapidly and became an integral part of educational psychology. By the 1940s, Freud's theory was widely spread, and children's personality and social adaptation, as well as physiological and health issues, also entered the field of educational psychology. In the 1950s, procedural and machine teaching emerged, and the ideas of information theory were accepted by many psychologists. These achievements also affected and changed the content of educational psychology.

In the United States, learning theory became the main area of research during this period. After the 1920s, behaviorism achieved important results in the study of animal and human learning. Dewey took the pragmatic "learning from doing" as a creed to reform the teaching practice activities, which had a profound impact on education.

In the former Soviet Union, Vygotsky emphasized the leading role of education and teaching in child development, and put forward the "cultural development theory" and "internalization theory". Education cardiologists in the former Soviet Union attached great importance to conducting comprehensive research combining teaching and educational practice, and subject psychology achieved a lot of results.

In China, the first book on educational psychology was "Practical Psychology in Education", translated by Fangyue Yue and written by Ohara in Japan in 1908. In 1924, Liao Shicheng wrote the first textbook of "Educational Psychology" in China. Some scholars have carried out certain scientific research, but most of the methods and viewpoints for researching the problems are imitated from the West and do not have their own theoretical system.

3. Stage of maturity and improvement (1960s to present)

In the early 1960s, American educational psychologist Bruner and others attached great importance to the combination of educational psychology theory with the actual teaching and education, emphasized serving the school education, and launched a curriculum reform movement. Humanistic psychologist Rogers has also made a student-centric claim. With the development of information technology, especially computers, American educational psychologists have conducted a lot of research work around the conditions and effects of computer-assisted instruction.

After the 1980s, the advent of multimedia computers brought computer-assisted instruction to a new level.

Former Soviet psychologists focused on the combination of educational psychology and developmental psychology. The most representative is Zankov's "teaching and development" research, which promoted the reform of the Soviet Union's academic system and curriculum. Learning theory based on Pavlov's classic conditioning theory has also been further developed. Leontief and Gary Palin proposed the theory of learning activities.

China's educational psychology was hit by the turmoil of the decade in the 1960s, and research was once interrupted. At the end of the 1970s, educational psychology in China flourished again. Educational psychologists have compiled many textbooks. At the same time, many experts and scholars have carried out a large number of experimental studies in accordance with the actual situation of China's education. The scale and level of some of these studies have approached the international advanced level.

After Pavlov's theory was introduced into China, it affected not only the basic theory of psychology, but also educational psychology in the 1950s. His two signaling system theories provide a new theoretical basis for educational psychology, and also found a link between educational psychology and the natural sciences. The proposition of the second signal system theory has made children's speech and thinking issues 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. From the early stage, educational psychology focused on the study of learning psychology and the discussion of learning laws, and most of them focused on intellectual education. With the increasing emphasis on the overall development of education, more and more attention has been paid to moral behavior, moral emotion, and aesthetic emotion. Of cultivation.

The development of modern science, especially the development of modern biology, anthropology, sociology, medicine and psychiatry, has an impact on educational psychology, prompting it to continuously update its content to meet the requirements of social development.

China attaches great importance to the development of education, and research on educational psychology has a very broad prospect.

Trends in Educational Psychology Research

1. Study learner initiative.

2. Study learner motivation.

3. Research the internal process and mechanism of learning.

4. Study the impact of the social environment.

5. Study the impact of the contextual environment.

6. Study the influence of cultural background.

7. Research the design of learning environment and effective teaching models.

8. Research the use of information technology.

From Contemporary Educational Psychology by Chen Qi and Liu Rude

Scope of Educational Psychology

Because the nature and social systems of different countries in the world are different, the perspectives and methods of education implementation are not exactly the same. Therefore, the content and scope of educational psychology research have their own characteristics. And scope, generally research the characteristics of child development, special children's psychological activities, learning psychology, learning methods, learning counseling and mental health, learning psychological structure and model, educational evaluation and psychological measurement, and teacher psychology. China, in accordance with educational policies and goals and requirements, focuses on studying the psychological processes and rules of students' moral quality formation; the nature, structure, model and training of learning abilities; the process of mastering knowledge and forming skills and techniques; Special psychological phenomena of the subject and psychological problems of modern teaching technology; the interrelationship between students' physical fitness and psychological development; individual differences, personality development, extraordinary, abnormal and special talents of children; psychological analysis of measurement and assessment; teachers Psychological issues.

Educational psychology

Educational psychology is a subject that mainly studies the teaching process and the general laws of learning. It mainly focuses on the study of the psychological laws of normal student groups, and examines how these students learn knowledge and master skills in normal teaching. In our country, educational psychology is a theoretical knowledge taught to those who are or will be engaged in education, and guides teachers' practice. Educational psychologists do not intervene in the school's psychological counseling, counseling, assessment, and correction of students' actual activities except for experiments in schools. In short, educational psychology has the characteristics of abstraction and theory, and it is centered on research topics.

School psychology is a department of psychology with strong clinical practice characteristics. It not only prescribes "prescriptions" for students, teachers, and parents, but also directly engages in intervention and counseling services, and examines the effects of interventions. School psychologists directly intervene in the school's educational activities and solve practical problems on the spot. What they have to face and solve is a specific problem, not a topic. They aim to solve the problem, but do not pay much attention to the basic theoretical concepts .

The difference between the two can be exemplified: educational psychologists also study the problem of people with learning lags, but study it as a topic; school psychologists go deep into school classes to help students with poor academic performance Conduct a systematic assessment of their learning abilities, home environment, or teacher's impact. Based on this, develop a correction plan to improve the learning activities of students who are lagging behind.

In addition, school psychology absorbs the pattern of clinical psychology, which does not exist in the field of educational psychology. The content of this model includes:

1. Form a conceptual framework around the analysis of the relationship between psychological problems and the environment and the causes of psychological problems to explain the occurrence of psychological problems;

2. Use certain psychology expertise and combine existing conditions to provide effective guidance for behavior change;

3. Use professional knowledge and technology to provide services and counseling to students with behavioral problems.

It can be seen that school psychologists and clinicians have some similarities. To correct various psychological problems of students and teachers, they must not only have theoretical knowledge, but also must master effective techniques.

Research Methods in Educational Psychology

Overview of Educational Psychology

The research methods of educational psychology, like other sciences, adhere to the principle of combining theory with practice, using observation methods, investigation and interview methods, natural experimental methods, and laboratory experimental methods. A more realistic research method is to carry out experimental research, often observe, interview, record and analyze the psychological phenomena and psychological dynamics that occur, in order to accelerate the understanding of the characteristics and rules of psychological activities of students under the influence of education and teaching.

Quantitative Methods in Educational Psychology

Test scores and other educational variables often appear close to normal distribution. Perhaps the first important methodological innovation in educational psychology was the development and application of Charles Spilman's Factor Analysis. Factor analysis is also an example of the use of multivariate analysis by educational psychologists.

Qualitative Approach to Educational Psychology

Qualitative methods are used in educational studies that describe events, processes, and theoretical significance. Qualitative methods used in educational psychology often come from anthropology, sociology, or sociolinguistics. For example, anthropological ethnographic methods are used to describe teaching and learning in the classroom. In this type of research, the researcher, as a participant observer or passive observer, collects detailed records of the natural state. Notes and other data can then be classified and interpreted using methods such as "grounded theory" (or translation of "ground theory"). The cross-checking of "triangulation" for a variety of data is of great value in qualitative research.

A case study (Casestudy) is a form of qualitative research that focuses on an individual, organization, event, or other entity.

Essential Features of Educational Psychology

Educational psychology is the science of all aspects of the process of learning and teaching. Specifically, there are the following aspects:

1. Teacher characteristics. Educational psychology must first understand the performers of the educational process. The characteristics of teachers and how these characteristics affect the teaching process. Whether you realize it or not, each teacher has his own set of teaching concepts and methods. Some teachers believe that teaching is "teacher teaching, student learning", so they adopt a paddling teaching method; while some teachers think that students should use their teaching skills. Initiative, advocates letting students operate by themselves, discover problems, ask and solve problems by themselves, learn and improve in activities. In addition, the study also found that the personality characteristics of teachers also affect the teaching process. Strict teachers tend to adopt traditional teaching methods, and the classroom atmosphere is not very active. Democratic and lively teachers are more willing to adopt new teaching methods and more willing to use more. Experiment, the classroom atmosphere is more active, and students can express themselves more freely in front of the teacher.

2. Characteristics of students. As students, they also have their own set of "philosophies of reading." Some children firmly believe that learning depends on accumulation, and that "stupid birds fly into the forest early," and believe that a sweat will naturally have a harvest; and some children believe that "smart and intelligent" It's useless for people who are born stupid, no matter how diligent they are, they are more reluctant to work harder, so they simply don't want to work harder, and they can't get used to the hard work of others. Children with these two different concepts may be different in their studies. There may not be a significant difference between subjects that they have learned well and scored. However, once they encounter difficult, poorly learned, and uninterested subjects The former may continue to learn step by step, while the latter may soon give up, and of course the results will be very different. Education advocates "teaching students according to their aptitude" and advocates different education, different requirements, and different teaching methods and methods according to different characteristics of students. Therefore, teachers must understand the personality characteristics of students and understand their motivation and ability to learn. , Learning habits, can be targeted to implement education, education can also maximize its effectiveness. Therefore, educational psychology must also understand the other half of the participants in the educational process.

3. Teaching methods. What are the effects of different teaching methods on different subjects and different teaching content, and how teachers can match teaching methods to achieve good teaching results, etc., are also the research content of educational psychology. The hands-on teaching method may be useful for highly operable subjects such as physics and chemistry, but may not be effective for subjects such as history and language. For the same subject and different content, the role of the same teaching method may also be very different. For example, the teaching method of drama articles can adopt role-playing, etc., but it is difficult to adopt this teaching method in ancient poems and classical Chinese. Similarly, different teachers also have their own set of teaching methods, and lively teachers can reach a slice with students, and they are more comfortable when using active teaching methods; severe and unscrupulous teachers can hardly do this. The same is true for students. Some students like to find problems by themselves, so the exploratory method is more suitable for these students, and for those students who do not like to use their brains, and like the teacher to tell them the method, so that they can follow the steps Is not appropriate.

Ethics and Cognition in Educational Psychology

The abacus provides concrete experience for learning abstract concepts. To understand the characteristics of children, adolescents, adults, and elderly learners, educational psychology develops and applies the theory of human development psychology. Development theory uses different stages to distinguish individuals from maturity and describes changes in intelligence (cognition), social roles, moral reasoning, and perspectives on the nature of knowledge. For example, educational psychologists have applied Piaget's development theory to teaching and believe that children's maturity has gone through four stages of cognitive ability. Piaget assumes that children cannot perform abstract logical thinking before the age of 11, so the teaching of young children requires the use of concrete objects and illustrations. Researchers have discovered that several transformations, such as from concrete figurative thinking to abstract logical thinking, do not occur in all areas simultaneously. A child may have abstract thinking in mathematics, but still stay in the stage of concrete image thinking in terms of interpersonal relationships. Perhaps Piaget's most immortal contribution is his insight that people actively construct their understanding through a process of self-adjustment.

Piaget proposed the development theory of moral reasoning. He believed that the development of children's morality was based on behavior and its consequences; at first, it gradually developed to consider behavior. Piaget's view of moral development was elaborated by Lawrence Kohlberg as a theory of moral development stage. However, the moral reasoning described in the theory of moral development stages is not enough to explain all moral behavior: for example, other factors such as modeling (as described by moral social cognitive theory) are needed to explain school bullying.

Development theory sometimes does not appear to shift to another completely different stage, but gradually increases in different dimensions. The development of epistemological beliefs (beliefs about knowledge) has described the gradual changes in people's beliefs: the certainty and persistence of knowledge, the stability of abilities, and the credibility of authority (such as teachers and experts). People have developed more sophisticated beliefs about the knowledge they have gained in education and maturity.

Educational psychology

Educational psychology

Primary school children's educational psychology is an interdisciplinary discipline that spans two major areas of developmental psychology and educational psychology. It focuses on development and education, learning and teaching, cognition and personality, consistency and difference. Its knowledge system revolves around two core issues: (1) development is the basis and result of education; (2) education is the cause of development. Primary school children's educational psychology is also a combination of theoretical research and applied research.

Educational Psychology Object

Primary school children's educational psychology mainly studies various psychological phenomena in the field of elementary school children's development and education and the laws of their development and change.

Educational psychology approach

The research methods commonly used in elementary school children's educational psychology include observation, experiment and investigation.

1. Observation is a method that does not control related variables under natural or real life conditions, and only records naturally occurring events to obtain meaningful information. Observation forms include accidental observation of natural behavior and systematic on-site observation.

2. The experimental method is a method of purposefully controlling certain conditions or creating certain conditions to cause certain psychological phenomena for research. It can be divided into laboratory experiment method and natural experiment method according to the different places and conditions.

3. The survey method is a method to understand the subject's psychological activity by collecting relevant information. Its main forms are: talk method, questionnaire method, story method.

The role of educational psychology

Educational psychology has the function of describing, explaining, predicting and controlling educational practice. In practical applications, these effects are often intertwined with each other and specifically include the following four aspects: helping teachers understand problems accurately; providing scientific theoretical guidance for practical teaching; helping teachers predict and intervene in students; helping teachers conduct research in conjunction with actual teaching .

Theoretical significance of educational psychology

Exploring human psychology is one of the important disciplines in the 21st century. Educational psychology studies the laws of psychology from the perspective of education, which will supplement and expand the theory of psychology. As people awaken to the importance of education, they gradually pay attention to the fact that there are still many laws in pedagogy that need to be improved. The study of educational psychology will help to improve these laws.

Practical Significance of Educational Psychology

1. Help teachers understand the problem accurately;

2. Provide scientific theoretical guidance for practical teaching;

3. Help teachers predict and interfere with students;

4. Help teachers conduct research in conjunction with actual teaching.