中国高校科技期刊研究会第9次会员代表大会在北京召开，中宣部出版局副局长张怀海、教育部科学技术与信息化司一级巡视员张国辉等领导出席会议并发表..
英文简介：Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning. The field of educational psychology relies heavily on quantitative methods, including testing and measurement, to enhance educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in various educational settings across the lifespan.[1]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. It is also informed by neuroscience. Educational psychology in turn informs a wide range of specialities within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education, classroom management, and student motivation. 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.[2]The field of educational psychology involves the study of memory, conceptual processes, and individual differences (via cognitive psychology) in conceptualizing new strategies for learning processes in humans. Educational psychology has been built upon theories of operant conditioning, functionalism, structuralism, constructivism, humanistic psychology, Gestalt psychology, and information processing.[1]Educational psychology has seen rapid growth and development as a profession in the last twenty years.[3] School psychology began with the concept of intelligence testing leading to provisions for special education students, who could not follow the regular classroom curriculum in the early part of the 20th century.[3] However, "school psychology" itself has built a fairly new profession based upon the practices and theories of several psychologists among many different fields. Educational psychologists are working side by side with psychiatrists, social workers, teachers, speech and language therapists, and counselors in attempt to understand the questions being raised when combining behavioral, cognitive, and social psychology in the classroom setting中文简介：（来自Google、百度翻译）教育心理学是研究人类学习科学的心理学分支。学习过程的研究，从认知和行为的角度，让研究人员了解个人差异的智力，认知发展，影响，动机，自我调节，自我概念，以及他们在学习中的作用。教育心理学领域在很大程度上依赖于定量方法，包括测试和测量，以加强与教学设计、教室管理和评估相关的教育活动，这些活动有助于在不同的教育环境中促进整个生命周期的学习过程教育心理学在一定程度上可以通过它与其他学科的关系来理解。它主要由心理学提供信息，与该学科的关系类似于医学和生物学之间的关系。它也由神经科学提供信息。反过来，教育心理学为教育研究提供了广泛的专业知识，包括教学设计、教育技术、课程开发、组织学习、特殊教育、课堂管理和学生动机。教育心理学既是认知科学的引导者，又是学习科学的贡献者。在大学里，教育心理学系通常设在教育学院内，这可能是由于在心理学入门教材中缺乏对教育心理学内容的表述教育心理学的领域包括研究记忆、概念过程和个体差异(通过认知心理学)，以概念化人类学习过程的新策略。教育心理学是建立在操作性条件反射、功能主义、结构主义、建构主义、人本主义、格式塔心理学、信息加工等理论基础上的教育心理学作为一门专业，在过去的二十年中得到了飞速的发展。学校心理学始于智力测验的概念，并在20世纪初为特殊教育的学生提供了无法遵循常规课堂课程的规定。然而，“学校心理学”本身已经建立了一个相当新的职业，基于许多不同领域的几个心理学家的实践和理论。教育心理学家与精神病学家、社会工作者、教师、言语和语言治疗师以及咨询师并肩工作，试图理解在课堂环境中结合行为心理学、认知心理学和社会心理学所提出的问题
