教育心理學研究的新取向—目的教育化·對象全人化·方法本土化

Educational Psychology: Pedagogical-Holistic-Cultural Perspectives

10.6251/BEP.19930701.1

張春興(Chun-Hsing Chang)

全人教育 ； 質的研究 ； 融合教育

教育心理學報

26期（1993 / 07 / 01）

1 - 21

繁體中文

本論文之撰寫，旨在從學校教育目的與教育心理學角色功能問之關係的觀點，分析探討以下三個問題：(1)教育心理學自脫離教育哲學成為心理科學的一個獨立學門以來，已有百年的歷史。在此長達百年期間，教育心理學在研究取向上產生了何種改變，導致其改變的原因為何？(2)教育心理學自始即以研究教育問題並解決教育問題的角色自居，然考諸史實，教育心理學這兩方面的成就似皆未臻理想，其原因何在？(3)值茲社會變遷學校教育困難問題日益增多的現在，當國內的心理學界力倡“古為今用”與“洋為中用”的今天，在此次學術會議＜面向21世紀的教育科學與心理科學＞的主題之下，身為中國心理學的工作者，應如何檢討、反省、研議，從舉世心理學思想潮流中，確定具有中國特色的教育心理學研究取向，從而發揮其研究並解決教育問題以實現學校教育目的角色功能？本文以下所論，即係筆者多年來從事教育心理學研究與教學之際，對上述問題思考的一得之愚。論點是否有當，尚祈學者先進不吝指正。

This thesis, from the standpoint of relationship between the goals of school education and the role functions of educational psychology, is aimed at analyzing and addressing three questions as follows: (1) Educational psychology has become an independent discipline of itself in psychology since it broke away from educational philosophy some one hundred years ago. During this period of 100 years, how has educational psychology changed in the idirection of its study? And what are the reasons for the change? (2) Educational psychology since its beginning has always assumed a role to study educational problems and to resolve them. However, as verified by historical facts, educational psychology seems not up to our ideal in achieving both. What are the reasons? (3) Now with the society on the change and the school education facing increasingly difficult problems while the world of psychology at home is strongly advocating ”use ancient for today” and ”convert foreign for chinese” today, and under the theme ”Facing the Sciences of Education and Psychology of the 21st Century” of this academic conference, how a Chinese worker in psychology should review, reflect, study, and propose, so as to establish the direction of study for the educational psychology characterised of China from among the world tides of psychological thoughts, thereby developing his study and solving the educational problems to realize the role functions of school education goals? This thesis presents what this wrcter's belief in the nature of ecucational psychology should be viewed in pedagogical, holistic, and cultural perspectives. Whether the points may prove fitting and proper, this writer invites scholars and forerunners for comments and corrections.

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