The Research Trend of Germany Educational Psychology in the Past Ten Years: From the Perspective of Educational Realistic Situation Abstract According to the Science Citation Index and Social Science Index, the psychology research in the United States, Britain, and German rank the top three in the world. However, few reviews about educational psychology in German can be found in Chinese psychology literature. At an age of globalization, it is necessary to understand the educational psychology in German, a place of which great contribution has been attributed to international psychology. Educational psychology had emerged relatively earlier than other subjects as a branch of psychology and its birth can be marked by the start publication of Journal of Educational Psychology in Jan 15th, 1899, by Ferdinand Kemsies. To explore the research trends of educational psychology in German and provide some guidance for educational psychology in China, the present study analyzed articles published between 2000 and 2010 on three German journals (i.e., Zeitschrift für P?dagogische Psychologie, Psychologie in Erziehung und Unterricht, and Zeitschrift für Entwicklungspsychologie und P?dagogische Psychologie) which are indexed by SSCI, PsychINFO, and PsyJOURNALS. On the basis of educational situation model recognized widely by Germany educational psychologists, the research topic in Germany educational psychology can be divided into four aspects, including learner, educator and instructor, media, and environment. And the aspect of learner plays the center role in the whole field. Germany educational psychologists propose that research methods should be determined by specific research task, with experimental method, semi-experimental method, and correlational research as the main parts and along with other methods (e.g. Practice and Behavior research method and qualitative research method). The research characteristics in Germany educational psychology can be summarized as the following aspects: First, it emphasizes the important role of realistic educational situation. Second, it focuses on learners’ psychology. Third, it mainly applies quantitative research methods combined with others as auxiliary methods. Fourth, it pays attention to the educational guidance derived from empirical research. In future studies, Germany educational psychologists will value the effects of outside school environment on students, attach importance to issues relevant both to learners and instructors, and pay attention to multimedia technology, integration research and international cooperation, et al.