| 教育心理学的整合与超越 |
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| 引用本文： | 姚梅林.教育心理学的整合与超越[J].北京师范大学学报(社会科学版),2005(6):5-10. |
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| 作者姓名： | 姚梅林 |
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| 作者单位： | 北京师范大学,心理学院,北京,100875 |
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| 基金项目： | 教育部人文社会科学规划项目 |
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| 摘 要： | 整合取向的研究范式将学习与教学置于多维的动态框架中进行探讨,超越以往单维取向的局限,成为目前教育心理学领域的主流趋势。这主要从三个方面体现出来:一是心理学与教育学的实质性整合,二是认知、动机、情绪以及其他不同心理成分的整合,三是个体因素与情境因素、尤其是社会情境的整合。
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| 关 键 词： | 整合 教育心理学 社会情境 |
| 文章编号： | 1002-0209（2005）06-0005-06 |
| 收稿时间： | 2005-03-10 |
| 修稿时间： | 2005-03-10 |
Integrative Trends in Educational Psychology Research |
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| YAO Mei-lin.Integrative Trends in Educational Psychology Research[J].Journal of Beijing Normal University(Social Science Edition),2005(6):5-10. |
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| Authors: | YAO Mei-lin |
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| Institution: | School of Psychology, BNU, Beijing 100875, China |
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| Abstract: | The integrative-approach paradigm is a current trend in the research of educational psychology. It focuses on the multi-level and multi-dimension system of learning and teaching, which is better than the classical one of single-level and single-dimension. There are three aspects that could represent such a trend: the integration of psychology and education, the integration of different kinds of mental elements such as cognition, motivation and emotion, and that of individual factors and situation elements, particularly those in social context. |
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| Keywords: | integration educational psychology social situation |
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