On The Talyzina's Theory Of Teaching Control

Psychologists of education had paid their attentions to their study of teaching psychology and the theory of teaching gradually since 1960s. N.F.Talyzina's theory of teaching control was developed at this time, which tended to maturity in 1980s. Her ideas had a great effect to Russian, even to the whole world. This thesis devoted itself to evaluate her ideas from N.F.Talyzina's activity theory of learning, theory of control and system of dynamic evaluation because Chinese psychology of education can benefit from her ideas.As the psychological basic of the theory of teaching control, the activity theory of learning contended the definition of learning, the subject of learning, the procedure of learning, the categories of learning and the psychological mechanism of learning.The theory of teaching control is the core of N.F.Talyzina's thoughts. She claimed that teaching is an active procedure with purpose, plan and control. The purpose of teaching was to help students form their cognitive and thinking manner. Control could accelerate the activity of cognitive and enhance the quality of teaching.The system of dynamic evaluation is the necessary supplement. In the last part, the main contributions and limitations were presented. Contributions included developing of activity psychology, presenting the "bright box" learning theory, having realized the turning of educational goals and method of teaching, being the psychological basis of programmed teaching and promoting the reform of education etc. while limitations included that the theory was short of creativity, the feasibility of control was exaggerated and the ideas about intellectuality were not explicit.From the study of N.F.Talyzina, two conclusions could be drawn. The development of opposite relation in psychology existed a dynamic but balanceable discipline; the idea of teaching control theory could be applied in China.