Discussion on the Zhixian Zhu School: An Innovation of Child Psychology Theory and Experiment

Abstract

Abstract: School is a group of scientist whose thought, work, or style demonstrating a common origin or influence or unifying belief. In psychological history of China, Professor Zhixian Zhu have scored great achievements in developmental psychology and formed the Zhixian Zhu School. The main contribution of this school is: having constructed a integrated theoretical system; published professional textbook of developmental psychology in China and established the foundation for cultivating talents of developmental psychology; carried out research about psychological characteristic of Chinese children and adolescents other than citing European′s or American′s viewpoint; founded the Journal of Psychological Development and Education as well as created a academic platform; edited The Psychological Dictionary and generalized thoroughly the Chinese psychological achievement; cultivated leading talents in developmental psychology of China.

Key words: school, the Zhixian Zhu School, developmental psychology.

摘要： 学派是一批科学家因师承关系和持相同学术观点而形成的派别。在中国心理学发展史上,朱智贤教授在发展心理学领域取得了举世瞩目的成就,形成了朱智贤学派。该学派的主要贡献是：（1）构建起完整的中国发展心理学基本理论体系;（2）系统建设了中国发展心理学专业教材,为培养发展心理学专业人才奠定了基础;（3）开展中国儿童青少年心理发展特点的研究,改变了中国发展心理学言必称欧美的局面;（4）主编《心理发展与教育》,搭建起中国发展心理学科的学术交流平台;（5）主编《心理学大词典》,全面总结了中国心理学的成果;（6）培养出中国发展心理学界的一批领军人才。

关键词: 学派, 朱智贤学派, 发展心理学

CLC Number:

B84-06

Bai Xuejun, Lin Chongde. Discussion on the Zhixian Zhu School: An Innovation of Child Psychology Theory and Experiment[J]. Studies of Psychology and Behavior, 2014, 12(6): 721-726.

白学军. 论朱智贤学派：儿童心理学理论与实验的创新^*[J]. 心理与行为研究, 2014, 12(6): 721-726.

References

1 车文博.(1989). 朱智贤教授—我国理论心理学的大师. 心理发展与教育, 5 (1), 1-2.
2 顾明远.(2010). 北京师范大学名人志·大师篇 . 北京师范大学出版社.
3 刘微.(2000, 7, 19). 教育的出发点: 心理发展──林崇德教授谈教师素质提高与学生心理能力发展. 中国教育报 .
4 李江源,綦松波.(1999). 论教育学派. 上饶师专学派, 19 (1), 21-28.
5 李震.(2013). 朱智贤：心理学星空永不落的巨星 , 华文出版社.
6 李怀美, 沈德立.(1988). 坚持辩证唯物主义观点,结合中国实际走自己的路——庆贺朱智贤教授八十大寿辰学习朱智贤教授的治学精神. 心理发展与教育 ,(3), 8-10.
7 林崇德.(1992). 学习与发展 . 北京教育出版社.
8 林崇德.(1990). 儿童青少年心理学研究的中国化——评朱智贤主编《中国儿童青少年心理发展与教育》. 心理发展与教育. (3), 148-149.
9 林崇德.(2002). 教育与发展. 北京师范大学出版社.
10 林崇德.(1998). 发展心理学. 台北: 东华书局. 110-117.
11 林崇德.(2011). 追求创新: 中国发展心理学研究的必由之路——纪念朱智贤教授逝世20周年. 心理发展与教育 , (2), 113-117.
12 皮阿热.(1996). 智慧心理学 . 洪宝林译. 北京：中国社会科学出版社. 10-14.
13 钱振新.(1992).《心理学大词典》述评. 中国图书评论, (4), 82-83.
14 沈德立, 白学军.(2004). 实验儿童心理学 . 安徽教育出版社.
15 王永丽.(2005). 创新人才的心理学整合研究——评林崇德教授著《教育与发展》. 心理学探新 , (3), 78-79.
16 维果茨基.(2005). 维果茨基教育论著选. 人民教育出版社.
17 宗丛.(1995). “正态曲线”—一种族主义理论的新瓶旧酒. 世界知识 , (1), 15.
18 赵壁如.(2010). 朱智贤的心理学哲学理论思想及其形成和发展. 社会心理科学, 25 (9, 10), 5-20.
19 朱智贤.(1979). 儿童心理学 . 人民教育出版社.
20 朱智贤.(1993). 儿童心理学(修订版) . 人民教育出版社.
21 朱智贤.(1982). 儿童发展心理学问题. 北京师范大学出版社.
22 朱智贤等.(1991). 发展心理学研究方法 . 北京师范大学出版社.
23 朱智贤, 林崇德.(1986). 思惟发展心理学 . 北京师范大学出版社.
24 朱智贤, 林崇德.(1988). 儿童心理学史 . 北京师范大学出版社.
25 朱智贤.(1989). 心理学大词典 . 北京师范大学出版社.
26 朱智贤.(1990). 中国儿童青少年心理发展与教育 . 中国卓越出版公司.
27 朱智贤, 林崇德, 董奇, 申继亮.(1991). 发展心理学研究方法 . 北京师范大学出版社.
28 Sternberg, R. J.(1996). Cognitive Psychology: Fort Worth . Harcount Brace College Publishers, 290-291.

[1]	XIE Dongjie, SU Yanjie. The Relationship Between Norm Understanding and Altruistic Punishment Among School-Age Children: A Descriptive-to-Injunctive Transition Tendency [J]. Studies of Psychology and Behavior, 2022, 20(5): 622-628.
[2]	CHENG Gang, ZOU Yan, YU Wei, DING Fangyuan, JIA Yuncheng. The Relationship Between the Big Five Personality and the Trajectory of High School Freshmen’s Subjective Social Status During the School Transition Period: A Latent Growth Curve Model [J]. Studies of Psychology and Behavior, 2022, 20(5): 692-699.
[3]	WANG Yuepeng, MENG Weijie. The Effect of Classroom Bullying Norms on Bystanders’ Behavior of Junior High School Students: The Mediating Role of Moral Disengagement [J]. Studies of Psychology and Behavior, 2022, 20(4): 522-528.
[4]	GAI Xiaosong, WU Xiaojing, GU Tingyu, ZHANG Chan, MA Yuanchun. The Predictive Role of Socioeconomic Status and Positive Qualities on Middle School Students’ Achievement of the High School Entrance Examination [J]. Studies of Psychology and Behavior, 2022, 20(3): 368-374.
[5]	WANG Jiangyang, WANG Mengge. The Relationship Between Rejection Sensitivity and Pathological Internet Use of Left-Behind Middle School Students: The Multiple Mediating Effects of Meaning in Life and Self-Stigma [J]. Studies of Psychology and Behavior, 2022, 20(2): 219-225.
[6]	SUN Yunrui, HAN Yinghong, LYU Yong, LIU Fang. The Influence of Personality on Children’s White Lie Behavior: The Parallel Mediating Effect of “Cold” and “Hot” Executive Functions [J]. Studies of Psychology and Behavior, 2022, 20(2): 240-247.
[7]	SUN Jinlu, LIU Haihua. The Development of Bullying Behavior Scale of Teenagers [J]. Studies of Psychology and Behavior, 2022, 20(2): 255-260.
[8]	ZHANG Huan, ZUO Tianran, JIANG Wei, PEI Lingru, WU Xia. The Influence of Teachers’ Descriptions in Dialogue on Children’s Language Comprehension [J]. Studies of Psychology and Behavior, 2022, 20(1): 59-64.
[9]	ZENG Siyao, WANG Zhenhong. Revision of the Chinese Version of the Highly Sensitive Child Scale-Parent Report [J]. Studies of Psychology and Behavior, 2022, 20(1): 101-107.
[10]	YAO Jihai, SHEN Ling, ZOU Honghui. The Relationship of Extrinsic Autonomy of Teaching and Teachers’ Leadership: The Mediating Effects of Teachers’ Psychological Empowerment and Intrinsic Autonomy of Teaching [J]. Studies of Psychology and Behavior, 2022, 20(1): 108-114.
[11]	ZHU Hai, SONG Xiang, ZHOU Yun, YANG Xiaoping, TIAN Zeyong. Influence of Occupational Stress on Subjective Well-Being of Primary and Secondary School Teachers in Western Mountainous Areas: A Moderated Mediation Model [J]. Studies of Psychology and Behavior, 2022, 20(1): 115-121.
[12]	LIANG Feifei, XIANG Ying, WU Hao, HAN Yang. The Development of Word Boundary Marking in Chinese Children with Developmental Dyslexia [J]. Studies of Psychology and Behavior, 2021, 19(6): 757-763.
[13]	WANG Junli, WEN Yanru, LIN Yi, HOU Limin. Cognitive Development Characteristics and Influencing Factors of Emotional Display Rules in Preschool Children: A Follow-Up Study [J]. Studies of Psychology and Behavior, 2021, 19(6): 764-770.
[14]	HUANG He, WANG Xiaoying, LV Bo. Family Cumulative Risk and Problem Behavior of Migrant Preschool Children: A Moderated Mediation Model [J]. Studies of Psychology and Behavior, 2021, 19(6): 779-785.
[15]	QIU Chen, NIU Meixin, ZHOU Xinlin, YANG Tao. The Relationship Between Fraction Magnitude Representation and Mathematics Achievement: The Mediating Role of the Conceptual Understanding of Fraction in Fourth-Grade and Seventh-Grade [J]. Studies of Psychology and Behavior, 2021, 19(5): 628-635.