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1、The application of educational psychology in English teaching Abstract: The article is based on the brief generalization and summary of behaviorism, cognitive theory and humanistic theory in educationalpsychology in order to study their effect on and reaction to English teaching .Key words: English
2、teaching I. IntroductionCanada Lue Ann School of Modern Language Centre H.H .Stern pointed out that there is no professors who do not know how to teach psychology and theory course but still teaching language. Similarly, it will not be considered as strange that many books on teaching theory have si
3、gns of psychological traits and reference to the modern theory of psychology from time to time (Cited in Liu Runqing, 1999).Psychology cannot do without the guidance of language teaching.The basicviewpointof psychologyis one of the basic theories of theteaching method.Also, one of the characteristic
4、s of the development of modern science is interdisciplinary influence and mutual penetration (Gui Shichun, 2000). Educational psychology is a cross discipline of pedagogy and psychology. Its basic viewpoints and characteristics directly contact with teaching.This paperintends to discuss theapplicati
5、on problems of educational psychology theoryin foreign language teaching,in orderto benefit theEnglishteaching and research. II. The maintheoriesof educational psychologyThe development of educationalpsychology in Chinabegan in twentieth Century70s. This theoryhas great influence onChinese education
6、psychology andschool educationpractice in the past 30 years. In terms oflearningtheory, educational psychologycan be summarized asbehaviorism,cognitivetheory and humanismof three schools, which are summarized as follows:A.BehaviorismThe basic theoryofbehaviorism istheconnection of stimulations andre
7、flectionsformsthestrength andchange.Teaching is a process of behavior control and teachers enable students to change behavior occurred along the expected direction through the control stimulation, rewards and penalties, they advocate the teaching program.Review of the theory development: behaviorism
8、 is a school of thought originated at the turn of the 19th and 20th century. American psychologist Thorndike put the stimulus and response theory through animal experiments.He put the animals learning as an action for the result of stimulus (s) and reflection (R), thats to say, the animals learn in
9、the practice of Repetition and obtain satisfactory effect.In 1910, Thorndike sums it up as Law of practice and rate law of effect, and directly used to explain the human learning behavior.He believes that the repeated practiceandobtained satisfactory resultswillcontinue to stimulate andstrengthen th
10、e behavior,until it forms into the reflex behavior.In 1914,Americanpsychologist Watson published theBehavior: comparative psychologyintroduction.He advocated that psychologists should take action rather than consciousness as the research object, and the behavior of organisms (including animals and h
11、umans) and the behavior of common schema is stimulus and response, and S - R formula is the basic principles to explain the behavior, the task of psychology is to identify the regular relationship between the S-R rules connection, According to stimulate infer reaction or according to infer stimulati
12、on is in order to achieve the goal of prediction and control of behavior.Therefore,Watsonis generally regarded as the founder of behaviorism.Skinner (Burrus.f.Skinner, 1904-1990), as the successor to behaviorism school, overcomes S -R theorys disadvantages of simplicity and the malpractice and makes
13、 the formation of modern behaviorism with the operant conditioning. Skinnerwill study thebehavior fromobservable behaviorsinto unobservablebutcan be inferred from theinternal behavior.Skinner thought most of human behavior can be controlled by the antecedent events and consequent events and form res
14、pondent conditioning before and after the event forms an operating environment.The antecedent eventpromptedbehavior and the consequent events strengthenor weaken thebehavior. (Williams, 1987) Enlightenment and application: Although behaviorism learning theory is not perfect, but this theory has a gr
15、eat influence on the theory and practice of teaching by S - R model.For example in the forties of the 20th century, the Audio-visual approach, which was produced in the United States emphasizes the mechanical language training and believes thatforming a kind ofbehaviormust bethrough continuous pract
16、ice.Over the years,English teachingemphasizesmore teaching and more training,and also needsrepeated practices to consolidate andimprove the efficiency of learning.In the 1950s, the Audio-visual approach pioneered in the French guided by the theory of behaviorism psychology summed the foreign languag
17、e learning process as the S-R process, emphasizing the interaction among images and recordings of stimulus.In addition, according to the theory of S-R, in English teaching, teachers should be adept in finding and forming something conducive to learning English, and strengthen the reaction of student
18、s in time to let the students know the results of the study.If studentsget inspired andfeedback successfully, it canhelp themat any timeto adjustandcorrect theirbehavior. Teachers may give praise and encouragements to the active participators in classroom discussion, they can also insist to write re
19、views on the students homework. They can teach textbooks from easy to difficult, step by step, which is convenient for students to learn according to schedule and produced happiness and satisfaction.The emergence and development oflistening and speaking teachingmethod is also devoted to the behavior
20、ismtheory.There is no doubt that all above varieties of methods does work to English teaching. However, the negative effects of behaviorism school teaching procedure is the mechanization of learning, it makes the students learning limited within a certain procedure behavior and mode and it is hard t
21、o get independent learning and creative play.At the same time,teachers leading andcreative role has also beengreatly weakened.Therefore,cognitive psychologyhas been developedand appliedin English teaching.B. CognitivepsychologyThe learning view of the cognitive school is that learning is the cogniti
22、ve structure of organizations and reorganization; it is to seek knowledge and information processing.Knowledge comes from the interaction of subject and object, teaching is to guide students to meaningful learning and guide the students to the original experience, psychological structure and beliefs
23、 to construct knowledge. So cognitive school pays attention to the initiative, social and situational, learning Review of the theory development: In the 1950s, cognitive school started to change the external stimulus behavioral research to study the cognitive process of internal and be opposition of
24、 the behavior school.One of the basic assumptions of cognitive psychology is that people are thinking to reproduce around the world; peoples thinking is a kind of information processing. By thedevelopment ofcognitivepsychologists, its origin can date back from the structuralism of the German psychol
25、ogist and philosopher Wilhelm Wundt(1832 -1920), American psychologist and philosopher William Jamessfunctionalism,German psychologist Max Wertheimer (1880 -1943), Kurt Koffka, (1886 - 1941) and Wolfgang Kohler (1887 - 1967), who proposed the Gestalt psychology, also known as the Gestalt psychology.
26、 “Gestalt holds that the problem of learning research should focus on internal processes and internal conditions, stimulus response process of learning are not the behavior school, but the insight on the overall organizational structure. It is a process through insight and understanding of the conte
27、xt of active tectonic gestalt.In other words, cognitive school is mediated by consciousness, the consciousness governed; learning relies on subjective organization structure to be the complete cognitive structure. Main body in learning is active, but not passive and blind.To the late 70s of last cen
28、tury, David Ausubel, Ulrich Neisser and Jean Piaget further improved the Gestalt based on the construction theory and make the formation of Contemporary Cognitive Psychology then came into the rapid development stage.Piaget made a long-term study on childrens intellectual development and put forward
29、 the famous constructivism and schema theory.Piaget thought that the children gradually construct knowledge about the external world with the surrounding environment and the process of interaction, such as assimilation and “accommodation”, so that their cognitive structure developed.Assimilation ref
30、ers to the process that the individual learner integrates the information provided by external stimuli into their original cognitive structure.If a learner cant use the original schema to assimilate new stimulus, they will need the modification or reconstruction of the original schema to adapt to th
31、e environment. Adaptationrefers to the learners adjust their own internal structure adaptthe specific process ofthe stimulus situation.Theassimilationof cognitive structurecan be expandedin numberandconform to the cognitive structure changedin nature. The individual learners reach the equilibration
32、of the surrounding environmentthrough thecognitionof assimilation andadaptationin the form of two formations.Brunner thought that learning is the process of obtaining meaning and intention to form the cognition and emphasizes students to be active in learning. It pays attention to the intrinsic rein
33、forcement by effect learning activity themselves and promotes discovery learning. Discovery learning method found that learning is a learner centered, teachers let the students do observation, analysis, induction and logical thinking activities by stimulating the students interest in learning and st
34、rong learning motivation, so as to cultivate the students independent analysis and the ability of handling problems.Ausubel proposed the cognitive assimilation theory, means that students learning should be meaningful learning, and meaningful learning is cognitive learning.It has twoprerequisites:on
35、e isto establish the relationship between newand the existing knowledgecontentsystem.The other is that thelearning contents can be related withthe existingknowledge structure.Whether Students canlearn newinformation mainly depends on the concept in theircognitive structuresinteraction, whichleads to
36、 the assimilation of the new and old knowledge. It not only makes the new knowledge gained in significance but also makes the old knowledge be modified to obtain the new meaning.Enlightenment and application: German psychologist Wundts direct method advocated maximum relying on and using the learned
37、 language materials and advocated teaching foreign languages by using foreign language, directly stimulates the students auditory, visual, and other verbal kinesthesia organs.The modernschool thought that humancognitionisbased on their own experiencesto construct reality.The schema theory has been w
38、idely used in English reading. It thought the topic sentence, the style of the characteristics and structure of the rules are the important external conditions for the reading. On the other hand, the original knowledge and cognitive structure of readers is the internal conditions to the achievement
39、of influencing readings comprehension and analysis skills.Modern cognitive theory of constructivism emphasizes on learning as the center, holds that learning English is not only language habits and is more creative use of langue.Teachers should give full play to the students autonomous learning, not
40、 only to help students grasp the knowledge of English, but also the ability to apply English, more importantly is to teach to students the learning methods and learning ability. Therefore, it maintains the rich multi exchange, discussions and cooperation between teachers and students, students and s
41、tudents and promotes the cooperative learning and interactive learning. The teacher is the organizer, guider and helper in the learning process.(KafaiandResnik, 1996)C. HumanismHumanism school is also called emotion school.The school thinks that knowledge isthe mainstructureof preformedinside.Learni
42、ng is a process of the potential and value ofpersonalitys self-expressionand implementation.While teaching isaprocess ofrestricting thebehavior,the essence of the key lies inthe creation of asituationto produce the desiredresults.The situations have the operation about control and guiding role to st
43、udents. That is to say, teaching is to create a safe and relaxed learning environment for students self realization so that the students can actively participate in the process of education.The humanistic psychology rises in the 50s of the 20th century with the representatives such as Abraham Maslow
44、, the American psychologist (1908-1970) and Carl R.Rogers, (1902-1987).The school mainly concerned and studied all aspects of human nature, humans intrinsic emotion, wisdom, and the potential, purpose, hobbies, interests, and values of human experience.Its philosophical foundationis westernhuman tra
45、dition andmodernexistentialism.Maslows motivation theory believes that all human behavior is caused by the need between meeting the needs and development of human motivation. There is a close relationship of the different needs, including high and low levels .Physical needs, to up to safety, belongi
46、ngness and love and belongings, esteem and self-actualization. Self-realizationrefers togive full play tocreativity and the students pursuit of their selves realization is really the highesthumanmotivation.Highlevel of their self realizationis far beyond the selfcharacteristicsand has very high soci
47、al value.Rogersthinks that everyoneisborn with atendencyof self realization. Humanistic learning psychology holds that learning is to play to their potential and process of the realization of the self. Peoples potential and value and social environment relationship is the relationship between the in
48、ternal factors and external factors, but the potential is the dominant factor and the base of value, the environment is restrictions or conditions that promote the development potential and its role is in the final analysis. It allows or helps people to realize his or her potential.A persons potentialand its social value is not contradictory,creatingsocial valuehas the highestpotential.Based on the concept of this kind of human nature, the human centered learning psychology and behaviorism learning psychology in the understanding and learning a