教育/学校心理学在人类福祉的追求，作为
导言
现在，我们生活在现代世界的技术。 随着科学技术，我们在各个领域发展的帮助。 印度是一个发展中国家。 我们在中国有大量人力资源。 但识字率非常低，相较于其他发达国家和发展中国家的世界。 印度是一个富有的国家，但印度人是穷人。 随着科学技术的帮助，并利用以适当的方式是有可能的印度成为世界上发达国家的所有来源。 在现代世界人民生活的高度紧张。 在学校和学院的学生还生活在沉重的比赛，因为高度紧张。 这是需要引进作为所有类的一般问题都在学校和大学心理学。 瑜伽和冥想也有必要对每一个世界第一。
教育的定义
Ø教育是对什么是最好的，作出什么是最好的了，其中人类灵魂的学习呢？
- 约翰罗斯金
Ø教育是一种武器，其作用是谁拥有他的手和目标是谁，目的而定。
-约瑟夫斯大林
教育一词来源于拉丁语教养 ，意思是“提高”，“抚养”，“培养”，“抚养”。 教育是指获取知识渐进的过程。 教育是生活的准备。 教育也定义为教师（特别是在学校或学院或大学）。
教育的重要性
印度是2008年国家和7个地区组成的联盟。 宪法规定的指令关于在全国各地教育事业的发展。 在哪些领域各自的中央和邦政府已域已在宪法确定为中央清单，国家名单和并发名单。 直到70年代末，学校教育是对国家的名单，这意味着各国有最后在各自学校的系统管理发言权。 然而，在1976年，教育转移到并发名单通过一项宪法修正案，其目的是促进有意义的教育合作伙伴关系，中央和国家政府。 今天，中央确立了学校课程开发与管理措施进行广泛的教育政策。 这些地方可作为国家的指导方针。
一般来说，在很小的时候开始，儿童学习，发展和使用他们的心理，道德和身体的权力，他们通过教育获得不同类型。 教育是通常被称为学习和在学校获得的知识的过程中，在正规教育的形式。 然而，在教育过程不只是一个孩子时开始第一次上学。 教育从家庭开始。 其中不仅获得知识，从一名教师，一个学习和接收来自父母，家庭成员，甚至是熟人的知识。 在几乎所有的社会，上学和接受教育是非常重要和必要的，如果你想取得成功。
教育心理学
教育心理学是研究人类如何在教育环境中学习，在教育干预的有效性，教学的心理，作为学校组织的社会心理学。 虽然条件“教育心理学”和“学校心理”往往交替使用，研究人员和理论家都可能被视为教育心理学家发现，而在学校或学校教育工作者，相关的设置和学校心理学家确定。 Educational psychology is concerned with the processes of educational attainment among the general population and sub-populations such as gifted children and those subject to specific disabilities
Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology. Educational psychology in turn informs a wide range of specialities within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management. Educational psychology both draws from and contributes to cognitive science and the learning sciences. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks.
Uses of Educational Psychology
For finding Individual differences and Disabilities
Each person has an individual profile of characteristics, abilities and challenges that result from learning and development. These manifest as individual differences in intelligence, creativity, cognitive style, motivation, and the capacity to process information, communicate, and relate to others. The most prevalent disabilities found among school age children are attention-deficit hyperactivity disorder (ADHD), learning disability, dyslexia, and speech disorder. Less common disabilities include mental retardation, hearing impairment, cerebral palsy, epilepsy, and blindness.
Although theories of intelligence have been discussed by philosophers since Plato, intelligence testing is an invention of educational psychology, and is coincident with the development of that discipline. Continuing debates about the nature of intelligence revolve on whether intelligence can be characterized by a single, scalar factor (Spearman's general intelligence), multiple factors (as in Sternberg's triarchic theory of intelligence and Gardner's theory of multiple intelligences), or whether it can be measured at all. In practice, standardized instruments such as the Stanford-Binet IQ test and the WISC are widely used in economically developed countries to identify children in need of individualized educational treatment. Children classified as gifted are often provided with accelerated or enriched programs. Children with identified deficits may be provided with enhanced education in specific skills such as phonological awareness.
For Social, Moral and Cognitive Developemnt
To understand the characteristics of learners in childhood, adolescence, adulthood, and old age, educational psychology develops and applies theories of human development. Often cast as stages through which people pass as they mature, developmental theories describe changes in mental abilities (cognition), social roles, moral reasoning, and beliefs about the nature of knowledge.
For example, educational psychologists have researched the instructional applicability of Jean Piaget's theory of development, according to which children mature through four stages of cognitive capability. Piaget hypothesized that children are not capable of abstract logical thought until they are older than about 11 years, and therefore younger children need to be taught using concrete objects and examples. Researchers have found that transitions, such as from concrete to abstract logical thought, do not occur at the same time in all domains. A child may be able to think abstractly about mathematics, but remain limited to concrete thought when reasoning about human relationships. Perhaps Piaget's most enduring contribution is his insight that people actively construct their understanding through a self-regulatory process.
Piaget proposed a developmental theory of moral reasoning in which children progress from a naive understanding of morality based on behavior and outcomes to a more advanced understanding based on intentions. Piaget's views of moral development were elaborated by Kohlberg into a stage theory of moral development. There is evidence that the moral reasoning described in stage theories is not sufficient to account for moral behavior. For example, other factors such as modeling (as described by the social cognitive theory of morality) are required to explain bullying.
Developmental theories are sometimes presented not as shifts between qualitatively different stages, but as gradual increments on separate dimensions. Development of epistemological beliefs (beliefs about knowledge) have been described in terms of gradual changes in people's belief in: certainty and permanence of knowledge, fixedness of ability, and credibility of authorities such as teachers and experts. People develop more sophisticated beliefs about knowledge as they gain in education and maturity.
Psychology and Teacher
Teacher is a national builder. He has a power to change the world through education. According to our Indians teacher is a third god. Teacher plays a prominet role in the development of society. Educational Psychology is a main subject in teacher education at D.Ed., B.Ed., and M.Ed. levels. It is necessary for each and every teacher to know about psychology. Becausse it is necessary to know the behaviour of the students in the class. Teacher has different roles like father, advisor, councellor, administrator and well wisher. The future of any country is in the hands of teachers. So it is necessary to give importance for teacher education. So our government introduced psychology subject in teacher education curriculum.
After undergoing the course, the student teacher
1) Explains psychology and its relationship with Education.
2) Classifies different branches of psychology and explains their significance.
3) Explains the importance of heredity and environment and its influences in educational process.
4) Explains the different aspects of the development of the child.
5) Explains the growth and human beings and their behaviour.
6) Describes the individual aspects of the development of the child.
7) Explains the primary needs of the children.
8) Explains the secondary needs of the children.
9) Explains the theories of learning and the factors influencing learning.
10) Explains the concept of socialization.
11) Explains the different types of learning.
12) Understands the concept of motivation and the steps to be taken to motivate the children.
13) Explains attention and its uses.
14) Develops skill of observation, listening, responding and understanding.
15) Describes memory, remembering and forgetting and identifies conditions of good memory.
16) Describes the effects of different methods used for learning process.
17) Explains thinking process and its uses-perception, conception, apperception for different ages.
18) Explains the role of creativity and its development.
19) Explains the meaning of intelligence and understands the changing concept of intelligence.
20) Enhances personality development of pupils.
21) Describes the mental hygiene and mental health.
22) Understands exceptional children and their significance.
23) Practices guidance and counseling for school pupils.
结论
Educational psychology is an application of the principles of psychology for effective learning and modification of behaviour on desirable dimensions. Knowledge of educational psychology makes a teacher effective in motivating the pupils in their learning. In short it is an inseparable part of strategy in education. Education gives knowledge, wealth and health. Education is a solution for all types of problems in the society. Through education only it is possible overall development of a person in the society. Through education it is easy to know about behavour of the students and persons in the society with the help of psychology. So it is necessary to study psychology all persons in the society in the modern world. Educational Psychology helps the overall development of the student.
参考文献
1。 Educational psychology a cognitive view by Asubel, DP
2..Element of educational psychology by Bhatia, HR
3。 Psychology applied to teaching by Bichler, RF
4。 Educational psychology by Cole, EC and Bruce, WF
5。 http:/ www.google.com
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