定位教育心理学实践. 探索当代丹麦教育心理学实践中"实践转折"的呼吁
Sarah Kirkegaard Jensen1, Thomas Szulevicz2
1Department of Communication and Psychology, Aalborg University, Aalborg, Denmark. sakije@ikp.aau.dk.
Integrative psychological & behavioral science
|June 4, 2025
概括
教育心理学 (EP) 实践面临批评,因为它与教育现实过于分离. 本研究探讨了对实践转变的呼吁,强调了EP有效支持的上下文和理论讨论.
科学领域:
- 心理学 心理学 心理学
- 教育教育教育教育教育教育.
背景情况:
- 丹麦儿童和青少年中不断增加的心理健康问题增加了对教育心理学 (EP) 服务的需求.
- 批评者认为,EP实践与教学现实脱而出,专注于个人困难而不是实践支持.
- 关于EP实践在教育环境中的作用和有效性存在辩论.
研究的目的:
- 为了探索所需的实践,转向EP实践.
- 分析关于欧洲议会角色的当前教育和政治话语.
- 检查对"远程实践"欧洲议会实践的批评.
主要方法:
- 定位心理镜头. 定位心理镜头.
- 教育和政治讨论的分析.
- 探索欧洲议会实践的历史和背景位置.
主要成果:
- 了解EP实践需要承认其在制度化教育中的地位.
- 批评强调了EP需要更直接地参与教育实践.
- 目前的EP实践与教学现实之间存在差距.
结论:
- 欧洲议会的实践需要朝着在教育环境中发挥更为综合和支持作用的方向发展.
- 需要对欧洲议会应支持的做法进行基本的理论和规范性讨论.
- 承认历史和上下文的情况对于重新定义欧洲议会实践至关重要.
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