Psychology of Learning and Teaching (4th Edition)

Author: Pi Liansheng
Publisher:
Publish Date: 2006-02-01
Features: The characteristics of this book can be broadly summarized as follows: ,
New System. Given that the educational target of this discipline is teachers or future teachers, the new textbook breaks away from the traditional general psychology system long used in public psychology courses and adopts a basic thread centered on psychological issues in school learning and teaching. Based on China's comprehensive education goal of moral, intellectual, and physical development, it introduces and analyzes the psychological theories and applications of important aspects and main links of learning and teaching. According to the needs of the new system, we integrate the essential content from various disciplines such as general psychology, child development psychology, subject psychology, and social psychology, thereby creating a more rigorous logical structure for the new textbook's system and avoiding the simple patchwork of several disciplines. Second, New Content. Given the heavy tasks and limited class hours of this discipline, the new textbook intentionally omits content unrelated to education, such as the subject, tasks, and methods of psychology, and the physiological basis of psychology. It strives to reflect the latest achievements of domestic and international research on learning and teaching psychology, particularly focusing on the new advancements in cognitive psychology's research on human cognitive processes and their application in instructional design, thereby ensuring the content of the new textbook is both advanced and representative. In the organization and explanation of the new textbook, we consciously adhere to the guidance of dialectical materialism. For example, when explaining the relationship between psychology and pedagogy, or when discussing the learning processes of knowledge, skills, strategies, and qualities, as well as their internal and external conditions, we incorporate the perspective of development, as well as the dialectical unity of implicit psychology and explicit behavior, and internal and external conditions. Similarly, when discussing the psychological principles of each teaching link, we fully consider the interplay between learning types and teaching conditions, the mutual influence of students' personality traits and teaching approaches, and the interactions among teachers and students, as well as among peers, thereby effectively reflecting the scientific nature and the unity of dialectical materialism's principles and methods in the new textbook.