献陋献曝 求实求真——关于《教育心理学考试大纲》若干问题的商榷

A Humble Opinion for Truth——Discussions of a Number of Problems on Educational Psychology Examination Syllabus

教育部人事司、教育部考试中心制定的《教育心理学考试大纲》(适用于中学教师资格申请者)存在诸多值得商榷的问题,包括:教育心理学的定义未能揭示教育心理学学科的本质属性;所下"我国的教育心理学最初是从西方引进的"之断语,无视我国古代存有非常丰富的教育心理学思想的史实;关于关键期的理解,是对劳伦玆研究及其价值的误读;关于动机和学习动机的界定,造成了极度混乱和理解上的困难;态度的心理结构应包含认知、情感和行为意向,而不是认知、情感和行为;"利用随意识记和有意识记"表达的是同一内容;关于合作学习的定义,犯了"循环定义"的错误。本文探索了出现这些问题的原因,并给出了自己的理解。

Educational Psychology Examination Syllabus （for applicants for qualifications of secondary school teachers） issued by the Division of Personnel and Education Examination Center of the Ministry of Education has questions open to discussions. For example, the definition of educational psychology which is too general does not reveal the essential nature of the discipline. The statement ＂Educational Psychology was originally introduced from the West to China＂ ignores the rich historical facts of the thought of educational psychology in ancient China. The critical period mentioned in the syllabus is a misreading of the research on Lorenz and its value. Definitions of motivation and learning motivation make them extremely confusing and difficulty to understand. The psychological structures of attitude should include cognition, emotion and behavioral intention instead of cognition, emotion and behaviors. The statement ＂by randomly and intentionally memorizing＂ does not make sense semantically. And the definition of cooperative learning makes a ＂circularly defining＂ mistake. This paper analyzes the reasons for these problems, and provides its own explanations.