| Currently, nearly 80 percent of psychologists in China are working in the advanced normal universities, of which more than half of them have engaged in education researches related to developmental psychology and educational psychology. The vigorous development of China’s psychology mainly relies on normal education mode, which is thought to be caused by certain historical factors and social environments. And throughout the history of normal education mode in China, it developed from the imitation of Japan’s targeted type model, hybrid model from the United States, and the Soviet directional pattern, all of which contributed equally to the ultimate formation of psychological development mode with Chinese characteristics. This study summarizes a long trajectory of normal education mode and China’s psychological development by analyzing the interaction with each others in the past centuries. However, it also sums up the positive major impacts and restrictions of normal education mode upon China’s psychological development, and discusses the transformation characteristics of normal education mode, as well as the coping strategies and changing directions of China’s psychology on the basis of education reform environment.The normal education mode has been shown to play a positive role in China’s psychology, which led to the discipline system construction and development of China’s psychology. Besides, it promotes the spread of psychological concepts, providing the great power to propel China’s psychological researches applied in education and social practices which ultimately result in the innovative development and adaptation of China’s psychology. However, the Chinese psychology loses its own independence by attached normal universities in a long time, which would be easily made itself subject to certain constraints, such as the constraints among academic researches and teaching practices, relationship between localization and internationalization and so on.At current stage, with the great development of social economy, technology and education, we learn that the normal education model is under severe challenges. The transformation of normal education model has turned out to be much needed in a way that gradually changes to the comprehensive and integrated mode in the future. This change has exacerbated the plight of China’s psychology. Nowadays, China’s psychology is seemed to be confronted with a difficult situation that should fit in with the innovation of the social tendency. On the one hand, it may actively cooperate with the reform of normal education mode; on the other hand, an international and specilized discipline may be more valuable treated as a new direction. It showed that sustaining development of China’s psychology may need to rely on the normal universities as survival soil to grow up. Moreover, to consolidate the basis of the original foundation and expand research horizons is a good way for China’s psychology to conform to the direction of psychological transformation. Therefore, the approach of this study mainly bases on literature research, comparative study, theoretical analysis and other research methods to put this paper in realistic-historical perspective. And according to the combined principles of three- dimensional visions (dynamically generated history, logical structure of the theory and practice of operating procedures), this paper aimed to clarify the origins of relationship between modern psychology and normal education mode in past centuries, to examine the positive significance of normal education mode on psychological development, and explore the ways in which both of them accompanied by each other. Thus, this study attempts to probe into the historical practice of discipline development theory, in order to better guide the educational practice and promote the discipline construction of psychology. Besides, it uses the experiences of Europe and United States for reference to influence the concepts, goals and methods of normal education model reform. |
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