心理科学

心理科学 ›› 2012, Vol. 35 ›› Issue (2): 503-511.

• 理论与史 • 上一篇    

教育现实情境取向的教育心理学研究——德国近十年教育心理学发展的基本走向

冯小俐1,张大均2,Detlef H.Rost3   

  1. 1. 重庆. 四川外语学院
    2. 西南大学
    3.
  • 收稿日期:2011-12-02 修回日期:2012-02-15 出版日期:2012-03-20 发布日期:2012-03-20
  • 通讯作者: 冯小俐

The Research Trend of Germany Educational Psychology in the Past Ten Years: From the Perspective of Educational Realistic Situation

  • Received:2011-12-02 Revised:2012-02-15 Online:2012-03-20 Published:2012-03-20

摘要： 摘 要：迄今国内对德国教育心理学的发展状况了解、评介甚少。在全球化的今天，将目光聚焦于曾对心理学，其中包括教育心理学做出过巨大贡献，至今仍在国际心理学界占一席之地的德国十分必要。文章以三种德文教育心理学权威学术期刊近十年发表的论文为资料源进行分析，概括出德国教育心理学的新近发展特点是：以教育现实情境为基本研究取向，以学习者心理研究为中心，以量化研究为主并注重多方法结合，凸现了教育心理学对教育实践的指导价值。德国教育心理学发展的基本走向为：重视校外环境对学习者的影响，重视教与学双主体的相关能力及面临的问题的解决，重视以多媒体网络技术为基础的新媒体的作用、重视整合研究及国际交流等。

关键词: 关键词：1德国教育心理学, 2教育情境模型, 3教育现实情境, 4研究取向

Abstract: The Research Trend of Germany Educational Psychology in the Past Ten Years: From the Perspective of Educational Realistic Situation Abstract According to the Science Citation Index and Social Science Index, the psychology research in the United States, Britain, and German rank the top three in the world. However, few reviews about educational psychology in German can be found in Chinese psychology literature. At an age of globalization, it is necessary to understand the educational psychology in German, a place of which great contribution has been attributed to international psychology. Educational psychology had emerged relatively earlier than other subjects as a branch of psychology and its birth can be marked by the start publication of Journal of Educational Psychology in Jan 15th, 1899, by Ferdinand Kemsies. To explore the research trends of educational psychology in German and provide some guidance for educational psychology in China, the present study analyzed articles published between 2000 and 2010 on three German journals (i.e., Zeitschrift für P?dagogische Psychologie, Psychologie in Erziehung und Unterricht, and Zeitschrift für Entwicklungspsychologie und P?dagogische Psychologie) which are indexed by SSCI, PsychINFO, and PsyJOURNALS. On the basis of educational situation model recognized widely by Germany educational psychologists, the research topic in Germany educational psychology can be divided into four aspects, including learner, educator and instructor, media, and environment. And the aspect of learner plays the center role in the whole field. Germany educational psychologists propose that research methods should be determined by specific research task, with experimental method, semi-experimental method, and correlational research as the main parts and along with other methods (e.g. Practice and Behavior research method and qualitative research method). The research characteristics in Germany educational psychology can be summarized as the following aspects: First, it emphasizes the important role of realistic educational situation. Second, it focuses on learners’ psychology. Third, it mainly applies quantitative research methods combined with others as auxiliary methods. Fourth, it pays attention to the educational guidance derived from empirical research. In future studies, Germany educational psychologists will value the effects of outside school environment on students, attach importance to issues relevant both to learners and instructors, and pay attention to multimedia technology, integration research and international cooperation, et al.

Key words: German Educational Psychology, educational situation model, educational realistic situation, research Trend