以學與教為經為緯的教育心理學

Learning and Instruction are the Backbone of Educational Psychology

10.6129/CJP.201912_61(4).0008

柯華葳(Hwa-Wei Ko)

社會建構取向的學習 ； 教育心理學 ； 學科學習 ； domain relevant ； educational psychology ； social construction

中華心理學刊

61卷4期（2019 / 12 / 01）

417 - 438

繁體中文;英文

教育心理學是研究學習者、學習歷程和教學歷程的一門學科。心理學早期提出的實驗幾乎都與學習有關，因此心理學理論成為教育研究的基礎似乎天經地義。只是透過實驗室提出一般性的學習原則難以滿足教育現場的變化與多樣。本文透過現有的後設分析文獻說明教育心理學立基於心理學的理論與實驗，一路走來，逐漸形成適合教育系統的研究，如不同學科學習的學與教及合作學習等。然，回頭檢視多數的教育心理學教科書內容，介紹學科學習的教科書僅只少數，而與學習有關的理論仍以個體學習的研究為主。本文以閱讀的心理學研究轉化成閱讀的教學研究為例，提出教科書需要呼應今日教育研究與教育現場所看重的議題，如互動與學習的理論及實務，以更全備師資培育之功。

Educational psychology involves the study of how people learn and the instructional process in order to know more about how to help people learn best. There is a tradition for education to lean on learning theories from psychology, for early psychological studies such as memory and practice caught the eyes of educators. Nevertheless, psychology theory focused more on individual learning process and was domain general. It is almost impossible to satisfy the complex educational system where individual difference and diversity is the norm. In this thesis, the author went back to the mid-1960 when cognitive psychologists explored the processes of learning different content domains and social construction was introduced to form instructional designs. Then the emergence of educational technology and cooperative, collaborative learning prevailed in the research. It seems that educational psychology has established its discipline. However, after examining the educational psychology textbooks, the fact is that most of them do not catch up with the trend, neither the cognitive process of domain content learning nor the collaborative learning. It is argued that the content of textbooks should be revised and even altered to meet the trend in order to make a way for future teacher's professional development of learning and instruction.

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