教育心理学的历史发展轨迹及趋势

doi: 10.16382/j.cnki.10005560.1994.03.006

• 张爱卿

• 华东师范大学

• *本文的撰马得到导师邵瑞珍教授的悉心指导。谨致谢忱!
• ① Bobert E. Grinder (1989), In M. C. W ittrock (eds), Tue Future of Educationai P9ychology. p. 11.
• ① Scaniura (1981), In F. Farley & N. J. Gordon (ea), Paychology and Education p. 367.
• ② Di Veata (1989), In M. C. Wittrock (eds), The Future of Educational Psychology p. 39.
• ① Richard, E. Mxyer (1992), Journal of Educational Psychology, Vol. 84, No. 4. p. 408.
• ② Di Vesta (1989), In Wittrock M. C. (eds) The Future of Educational Psychology. p. 54.
• ① Gagne, R. M., Some New Vews of Loarning and Instruction.In Hass and Glen (ed), Curriculum Planning: A New Approach, 1980
• ① Bruner, J. S. (1964)，In Hilgard, E. R(ed.) Tbeories of Learning and Instruction, Part Ⅰ.PP.306~ 335.
• ② Margaret E. Bell-Greller (1986)，Learning and Instruction: Theory into practice, p. 64.
• ③ Richard. E. Mayer (1992), Journ3l of Elucational Psychology, Vol 84. No.4, p. 406.
• ① M. C. Wittrock (1989), The Future of Educational Psychology, p. 16.
• ② Margaret E. Bell- Qredler (1986), Learning and Instruction: Theory into Practico, p. 68.
• ① M. C. Wittrock (1989), The Future of Educational Psychology, p. 199.

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