教育心理学流派·AI博导

满仓

斯金纳在实验室

全球核心教育心理学派主要有五大流派，核心差异在于对“学习如何发生”的解释不同：

1. 行为主义学派：认为学习是“刺激-反应”的联结，靠反复练习和奖惩塑造行为，代表人物斯金纳（强化理论）、桑代克（试误说）。

2. 认知主义学派：强调学习是“主动加工信息”的过程，关注思维、记忆、理解，代表人物皮亚杰（认知发展阶段论）、布鲁纳（发现学习）。

3. 建构主义学派：主张学习是“主动建构知识”，而非被动接收，知识因个体经验不同而有差异，代表人物维果茨基（最近发展区）。

4. 人本主义学派：聚焦“人的自我实现”，认为学习需满足情感、需求等心理前提，代表人物罗杰斯（非指导性教学）、马斯洛（需求层次理论）。

5. 联结-认知学派：融合前两派，认为学习是“联结建立+认知参与”的结合，代表人物班杜拉（社会学习理论，强调观察学习）。

我可以帮你拆解其中某一学派的核心理论，并结合课堂教学案例说明其应用，需要试试吗？

皮亚杰在办公

诸教育心理流派要略

夫教育心理五派，其脉皆究“学何以生”，然见地异焉，由外及内，终归于人。

行为派：摒心弃思，唯观言行。谓学乃“刺激-反应”之结，以奖惩（强化）塑之。桑代克倡“试误”，斯金纳补“操作反射”，视学如器之铸，循“刺激-强化”而成。

认知派：反前说，重脑之运。以人脑拟“信息器”，谓学乃主动辨、储、取知之动。皮亚杰明“认知阶段”，布鲁纳主“发现学习”，言学如筑室，需立知识之架构。

建构派：推认知之极致，谓知非客观，乃人自构之。维果茨基曰“最近发展区”，言学赖互动而成；又重“情境”，谓知离境则亡。学如酿泉，以己之经验为基，融新泉而得味。

人本派：舍认知行为，直指人本。马斯洛论“需求层次”，罗杰斯倡“非指导教学”，谓学必先足心之需（尊、爱、安），方有自发之学。学如草木，需温煦之境（师之诚、尊、共情），乃能自然生长。

联结认知派：合前两派之长。班杜拉“社会学习”为要，谓学兼“联结”（观人言行之果）与“认知”（思其当否），如童观人受誉而效之，亦需心辨其理。

五派之脉，由“制行”到“运思”，再到“构知”“重人”，终融内外，盖“学之本质”愈探愈深也。

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A Brief Account of Major Schools of Educational Psychology

The five schools of educational psychology all focus on exploring the question of "how learning occurs", yet they differ in perspectives. Their evolution moves from focusing on external factors to internal ones, ultimately centering on the learner as a whole person.

Behaviorism School: It dismisses the study of inner thoughts and only focuses on observable behaviors. It holds that learning is the connection between "stimulus and response", shaped by rewards and punishments (reinforcement). Edward Thorndike advocated the "trial-and-error theory", while B.F. Skinner supplemented it with "operant conditioning". This school views learning like forging a tool, accomplished through following the "stimulus-reinforcement" process.

Cognitivism School: It opposes the above view and emphasizes the brain's cognitive processes. Comparing the human brain to an "information processor", it argues that learning is an active process of distinguishing, storing, and retrieving knowledge. Jean Piaget clarified the "stages of cognitive development", and Jerome Bruner advocated "discovery learning". It states that learning is like building a house, requiring the establishment of a knowledge framework.

Constructivism School: It takes cognitivism to its extreme, claiming that knowledge is not objective but actively constructed by individuals. Lev Vygotsky proposed the "Zone of Proximal Development", asserting that learning is achieved through social interaction; it also emphasizes "situationality", arguing that knowledge loses meaning when divorced from specific contexts. Learning is like brewing spring water—taking one's own experience as the foundation and integrating new knowledge to form unique understanding.

Humanism School: It moves beyond the framework of cognition and behavior, centering on "the person itself" and maintaining that "the prerequisite for learning is meeting one's psychological needs". Abraham Maslow put forward the "hierarchy of needs", and Carl Rogers applied this logic to education, advocating "non-directive teaching". It argues that only when learners are in an atmosphere of respect and understanding (e.g., teachers not judging students' views) will they let go of psychological defenses and engage in learning actively. Learning is like the growth of plants, which can thrive only in a warm environment (sincerity, respect, and empathy from teachers).

Connectionism-Cognitivism School (Eclectic School): It integrates and modifies behaviorism and cognitivism. Albert Bandura's "social learning theory" is its core, holding that learning involves both "connection" (observing the link between others' behaviors and consequences, e.g., imitating a classmate praised for listening attentively) and "cognitive engagement" (reflecting on whether the observed behavior is worth imitating).

The evolution of the five schools—from "controlling behavior" to "focusing on cognition", then to "constructing knowledge" and "valuing the whole person", and finally integrating internal and external factors—represents the deepening understanding of "the essence of learning".

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