The psychology of learning is one of the most developed and intensively developing branches of educational psychology. It has its own set of tasks, traditionally developed in special studies.
One of the central tasks of the psychology of learning, as part of pedagogical psychology, is the study of the mechanisms and laws of the process of assimilation of knowledge, skills and habits by the individual. How is the information acquired, and how does it become a personal acquisition - knowledge? How does the individual develop and develop skills? These issues are of fundamental importance for educational practice and are specifically researched by the psychology of learning.
Obviously, the mechanisms and patterns of the processes of learning knowledge, the formation and development of skills and skills significantly depend on the age and individual characteristics of students. Therefore, the task of studying these differences is traditionally considered one of the main problems of the psychology of learning.
The psychology of learning also explores the mechanisms and patterns of the development of cognitive functions in the learning process. Both scientific and practical interest are questions about how educational activity influences the intellect and creativity of the individual, how thinking, memory, attention and other cognitive functions develop in educational activity. The development of cognitive functions is traditionally regarded as a guarantee of the success of further education, so mastering the mechanisms and knowledge of the patterns of their formation in learning activity is an important problem of educational practice and the subject of close attention of pedagogical psychology.
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From the point of view of society, the trend is most desirable to gradually transform the process of personality development in educational activities into the process of self-development. Therefore, the task of studying the mechanisms and regularities of the transformation of the process of personality development in the course of learning into the process of self-development is one of the most important for the psychology of learning.
The study of the connection between the features of the mental development of the individual and the goals, the nature of the content, the forms of organization, methods and means of educational activity is also included in the circle of interests of pedagogical psychology. The very development of content, forms of organization, methods and means is the traditional task of pedagogy, but only the pedagogical psychology can fully investigate the child's psyche in response to these efforts.
One of the central tasks of pedagogical psychology is traditionally the problem of teaching motivation. Without knowledge of the motives of educational activity, all reasoning about the possibility of mastering the nature of the teaching is meaningless. Pedagogical psychology has always been interested in questions about whether it is possible to purposefully shape the motivation of the teaching, to influence the motivation of the student's learning activity. This problem partially overlaps with the problems of upbringing psychology.
This section of pedagogical psychology can be considered relatively autonomous. He is called upon to study the most important for psychology in general and pedagogical psychology in particular questions about how the mechanisms of the socio-cultural development of the personality function in the educational environment, what patterns the processes of the psychosocial development of students are subjected to.
Traditionally, the most important for this section of pedagogical psychology are questions about the laws governing the formation of moral and aesthetic ideals of the individual, how the educational environment influences the formation of the world view, how the mechanisms of the formation of the "I-concept" are formed and operate. personality in the educational practice of the individual.
Obviously, the solution of these complex problems is essentially determined by age and individual differences. And if at an early stage of its development pedagogical psychology studied the effects of these mechanisms and regularities only in relation to children's ages, in recent decades, the nature of the course of these processes in adults has been growing in specialists' interest.
No less important for the psychology of education and the task of determining the relationship between the levels of intellectual, creative, cognitive and psychosocial development of the student. The question of whether there are regular links between the levels of cognitive and psychosocial development of the personality is of interest not only to psychologists. This has always been an active interest of educators and specialists dealing with other spiders studying human.
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The question of how and under what conditions the process of personality development in the course of education is transformed into a process of self-development, carried out already through self-education, is of unconditional interest. The psychology of education is designed to study its character.
The flow of the educational process, therefore, and the process of formation of the basic psychological new formations of the personality is determined not only by the internal (age, individual, etc.), but also by a number of external factors. Formally, they are outside the study of psychology, but pedagogical psychology can not be of no interest to them. This sphere acts as a zone of joint interests of pedagogical psychology and pedagogy. The study of the connection between goals, content, forms, methods of teaching and educating influence is one of the important tasks of pedagogical psychology.
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