The application of educational psychology in English teaching.docx
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TheapplicationofeducationalpsychologyinEnglishteaching
LiaoningNormalUniversity
(2012级)
外语教师心理学作业
作业题目:
TheApplicationofEducationalPsychology
inEnglishTeaching
学院:
外国语学院
学号:
************
*******
2015年5月
TheapplicationofeducationalpsychologyinEnglishteaching
Abstract:
Thearticleisbasedonthebriefgeneralizationandsummaryofbehaviorism,cognitivetheoryandhumanistictheoryineducational
psychologyinordertostudytheireffectonandreactiontoEnglishteaching.
Keywords:
Englishteaching
I.Introduction
CanadaLueAnnSchoolofModernLanguageCentreH.H.Sternpointedoutthatthereisnoprofessorswhodonotknowhowtoteachpsychologyandtheorycoursebutstillteachinglanguage.Similarly,itwillnotbeconsideredasstrangethatmanybooksonteachingtheoryhavesignsofpsychologicaltraitsandreferencetothemoderntheoryofpsychologyfromtimetotime(CitedinLiuRunqing,1999). Psychologycannotdowithouttheguidanceoflanguageteaching. Thebasic viewpoint ofpsychology isoneofthebasictheoriesofthe teachingmethod. Also,oneofthecharacteristicsofthedevelopmentofmodernscienceisinterdisciplinaryinfluenceandmutualpenetration(GuiShichun,2000).Educationalpsychologyisacrossdisciplineofpedagogyandpsychology.Itsbasicviewpointsandcharacteristicsdirectlycontactwithteaching. Thispaper intendstodiscussthe applicationproblemsofeducationalpsychologytheory inforeignlanguageteaching, inorder tobenefitthe English teachingandresearch.
II.Themain theories ofeducationalpsychology
Thedevelopmentofeducational psychologyinChina beganintwentiethCentury 70's.Thistheory hasgreatinfluenceon Chineseeducation psychologyand schooleducation practiceinthepast30years.Intermsof learning theory,educationalpsychology canbesummarizedas behaviorism, cognitive theoryandhumanism ofthreeschools,whicharesummarizedasfollows:
A. Behaviorism
Thebasictheory of behaviorismis the connectionofstimulationsand reflections forms the strengthand change. Teachingisaprocessofbehaviorcontrolandteachersenablestudentstochangebehavioroccurredalongtheexpecteddirectionthroughthecontrolstimulation,rewardsandpenalties,theyadvocatetheteachingprogram.
Reviewofthetheorydevelopment:
behaviorismisaschoolofthoughtoriginatedattheturnofthe19thand20thcentury.AmericanpsychologistThorndikeputthestimulusandresponsetheorythroughanimalexperiments. Heputtheanimalslearningasanactionfortheresultofstimulus(s)andreflection(R),that’stosay,theanimalslearninthepracticeof"Repetition"andobtainsatisfactoryeffect. In1910,ThorndikesumsitupasLawofpracticeand"rate"lawofeffect,anddirectlyusedtoexplainthehumanlearningbehavior. Hebelievesthattherepeatedpractice and obtainedsatisfactoryresults will continuetostimulateand strengthenthebehavior, untilitformsintothereflexbehavior.
In1914, American psychologistWatsonpublishedthe 《Behavior:
comparativepsychology introduction》. Headvocatedthatpsychologistsshouldtakeactionratherthanconsciousnessastheresearchobject,andthebehavioroforganisms(includinganimalsandhumans)andthebehaviorofcommonschemaisstimulusandresponse,andS-Rformulaisthebasicprinciplestoexplainthebehavior,thetaskofpsychologyistoidentifytheregularrelationshipbetweentheS-Rrulesconnection,Accordingtostimulateinferreactionoraccordingtoinferstimulationisinordertoachievethegoalofpredictionandcontrolofbehavior. Therefore, Watson isgenerallyregardedasthefounderofbehaviorism.
Skinner(Burrus.f.Skinner,1904-1990),asthesuccessortobehaviorismschool,overcomesS-Rtheory’sdisadvantagesofsimplicityandthemalpracticeandmakestheformationofmodernbehaviorismwiththeoperantconditioning.Skinner willstudythe behaviorfrom observablebehaviors intounobservable but canbeinferredfromthe internalbehavior. Skinnerthoughtmostofhumanbehaviorcanbecontrolledbytheantecedenteventsandconsequenteventsandformrespondentconditioningbeforeandaftertheeventformsanoperatingenvironment. Theantecedentevent prompted behaviorandtheconsequenteventsstrengthen orweakenthe behavior.(Williams,1987)
Enlightenmentandapplication:
Althoughbehaviorismlearningtheoryisnotperfect,butthistheoryhasagreatinfluenceonthetheoryandpracticeofteachingbyS-Rmodel. Forexampleinthefortiesofthe20thcentury,theAudio-visualapproach,whichwasproducedintheUnitedStatesemphasizesthemechanicallanguagetrainingandbelievesthat formingakindof behavior mustbe throughcontinuouspractice. Overtheyears, Englishteaching emphasizes moreteachingandmoretraining, andalsoneeds repeatedpracticestoconsolidateand improvetheefficiencyoflearning. Inthe1950s,theAudio-visualapproachpioneeredintheFrenchguidedbythetheoryofbehaviorismpsychologysummedtheforeignlanguagelearningprocessastheS-Rprocess,emphasizingtheinteractionamongimagesandrecordingsofstimulus.
Inaddition,accordingtothetheoryofS-R,inEnglishteaching,teachersshouldbeadeptinfindingandformingsomethingconducivetolearningEnglish,andstrengthenthereactionofstudentsintimetoletthestudentsknowtheresultsofthestudy. Ifstudents getinspiredand feedbacksuccessfully,itcan helpthem atanytime toadjust and correcttheir behavior.Teachersmaygivepraiseandencouragementstotheactiveparticipatorsinclassroomdiscussion,theycanalsoinsisttowritereviewsonthestudents'homework.Theycanteachtextbooksfromeasytodifficult,stepbystep,whichisconvenientforstudentstolearnaccordingtoscheduleandproducedhappinessandsatisfaction. Theemergenceanddevelopmentof listeningandspeakingteaching methodisalsodevotedtothebehaviorism theory.
ThereisnodoubtthatallabovevarietiesofmethodsdoesworktoEnglishteaching.However,thenegativeeffectsofbehaviorismschoolteachingprocedureisthemechanizationoflearning,itmakesthestudents'learninglimitedwithinacertainprocedurebehaviorandmodeanditishardtogetindependentlearningandcreativeplay. Atthesametime, teachers’leadingand creativerole hasalsobeen greatlyweakened. Therefore, cognitivepsychology hasbeendeveloped andapplied inEnglishteaching.
B.Cognitive psychology
Thelearningviewofthecognitiveschoolisthatlearningisthecognitivestructureoforganizationsandreorganization;itistoseekknowledgeandinformationprocessing. Knowledgecomesfromtheinteractionofsubjectandobject,teachingistoguidestudentstomeaningfullearningandguidethestudentstotheoriginalexperience,psychologicalstructureandbeliefstoconstructknowledge.Socognitiveschoolpaysattentiontotheinitiative,socialandsituational,learning
Reviewofthetheorydevelopment:
Inthe1950s,cognitiveschoolstartedtochangetheexternalstimulusbehavioralresearchtostudythecognitiveprocessofinternalandbeoppositionofthebehaviorschool. Oneofthebasicassumptionsofcognitivepsychologyisthatpeoplearethinkingtoreproducearoundtheworld;people'sthinkingisakindofinformationprocessing. Bythe developmentof cognitive psychologists,itsorigincandatebackfromthestructuralismoftheGermanpsychologistandphilosopherWilhelmWundt(1832-1920), AmericanpsychologistandphilosopherWilliamJames's functionalism, GermanpsychologistMaxWertheimer(1880-1943),KurtKoffka,(1886-1941)andWolfgangKohler(1887-1967),whoproposedthe"Gestaltpsychology",alsoknownasthe"Gestaltpsychology".
“Gestalt"holdsthattheproblemoflearningresearchshouldfocusoninternalprocessesandinternalconditions,stimulusresponseprocessoflearningarenotthebehaviorschool,buttheinsightontheoverallorganizationalstructure.Itisaprocessthroughinsightandunderstandingofthecontextofactivetectonicgestalt. Inotherwords,cognitiveschoolismediatedbyconsciousness,theconsciousnessgoverned;learningreliesonsubjectiveorganizationstructuretobethecompletecognitivestructure".Mainbodyinlearningisactive,butnotpassiveandblind.
Tothelate70soflastcentury,DavidAusubel,UlrichNeisserandJeanPiagetfurtherimprovedthe"Gestalt"basedontheconstructiontheoryandmaketheformationofContemporaryCognitivePsychologythencameintotherapiddevelopmentstage. Piagetmadealong-termstudyonchildren'sintellectualdevelopmentandputforwardthefamous"constructivism"andschematheory.
Piagetthoughtthatthechildrengraduallyconstructknowledgeabouttheexternalworldwiththesurroundingenvironmentandtheprocessofinteraction,suchas"assimilation"and“accommodation”,sothattheircognitivestructuredeveloped. "Assimilation"referstotheprocessthattheindividuallearnerintegratestheinformationprovidedbyexternalstimuliintotheiroriginalcognitivestructure. Ifalearnercan’tusetheoriginalschematoassimilatenewstimulus,theywillneedthemodificationorreconstructionoftheoriginalschematoadapttotheenvironment."Adaptation" referstothelearnersadjusttheirowninternalstructureadapt thespecificprocessof thestimulussituation. The assimilation ofcognitivestructure canbeexpanded innumber and conformtothecognitivestructurechanged innature.Theindividuallearnersreachtheequilibrationofthesurroundingenvironment throughthe cognition of"assimilation"and "adaptation" intheformoftwoformations.
Brunnerthoughtthatlearningistheprocessofobtainingmeaningandintentiontoformthecognitionandemphasi
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