Maslow, a famous humanistic psychologist, divides human needs from low to high into five levels: physiological needs, safety needs, love needs, respect needs and self-realization needs. From the philosophical point of view of Marxism, inevitability is the decisive reason for human behavior and activities, and it is also the decisive reason for the development of human personality. Therefore, education is first and foremost the cultivation of needs. However, the demand is hierarchical and can only be gradually increased from low to high. Only by meeting the lower-level needs can we move towards higher-level needs and even pursue the highest-level needs-self-realization. Social morality education puts forward "selflessness-should; Whether public or private-justice; The slogan "selfish-unfair" is at different levels according to people's needs, so it has been widely recognized by the masses. The "seven noes" standard that Shanghai residents must abide by is an example of starting from low-level needs, which seems out of proportion to the status of an international metropolis and is actually the best starting point for spiritual civilization. Therefore, political teaching should also be adjusted according to the law of students' needs, and should not be an idealized education divorced from reality.
In the past, political teaching often adopted an idealized educational model, hoping that students would pursue the highest state of "self-realization". However, today's society shows more human nature, and many of them are far from idealized moral values. When we instill an idealized view in students, they see that adults as educators do not have these virtues, so the teaching of political lessons can be imagined.
Choosing the appropriate level of needs for teaching conforms to the reality of social life and students' ideological reality, and can receive better teaching results. For example, "Why do people work?" Students often blurt out, "To make money." This kind of answer belongs to the low-level demand, and the ideological level is definitely not high, and the textbook does not say so. But I recognized it first, pointing out that in the primary stage of socialism, work is indeed a means of making a living, and making money through work is beyond reproach. Then ask the students: "So, does work have no other purpose than making money?" At this time, the atmosphere in the classroom is lively, and students are scrambling to speak: "Work can create wealth for society", "Work and labor can improve people's moral level", "Work can bring us happiness", "Work can enrich people and make people full of fun" and "Work can realize the value of life" ... Students are also asked to give examples to prove the above points, and the question of whether work can realize the value of life is discussed emphatically. This method avoids students' rebellious mentality and resistance, and the teaching atmosphere is harmonious and the teaching purpose is easy to achieve.
Using the principle of "unintentional attention" to enhance motivation and improve the teaching effect of political lessons.
James, a famous psychologist, divides attention into two categories: one is intentional attention, which has a certain purpose in advance and requires a certain will to work hard. (Intentional attention is not mentioned in this article) The other is unintentional attention, which has no predetermined purpose and does not require the attention of the will. The stimuli that cause unintentional attention can be divided into four categories: (1) the stimulus characteristics of psychophysics. Changes in intensity, size, color and volume can attract attention. (2) The stimulating characteristics of emotions. Some stimuli can cause emotional reactions, make the heart beat faster, improve people's activity level and make people hold their breath. (3) Different stimulus characteristics. Some stimuli deviate from their surroundings or people's expected effects, which will cause differences, make people feel novel, complicated, surprising or unique, and attract people's attention. (4) Mandatory stimulation. Give instructions to attract students' attention. Political course is abstract in theory and boring in content. If the teacher is not carefully organized, it will often appear boring, empty and monotonous. We use the principle of "unintentional attention" to enhance the stimulation and arouse students' unintentional attention.
When talking about "life ideal", I carry out the principle of "unintentional attention" and give such an example. At the beginning of the class, I said, "Let's do an experiment first." (This is the stimulation of difference) Then take out a jar, put a pile of fist-sized stones in it one by one and ask, "Is the jar full?" (This is mandatory stimulation, the same below) Every student said, "It's full!" I took out a bucket of pebbles (this is a psychological and physical stimulus, as is Gaza and water below) and poured them into the bottle. When shaking the bottle, pebbles squeezed into the gaps between pebbles one by one. Ask again: "Is the bottle full?" This time, the students raised their vigilance, and some said, "It may not be full yet!" I took out a bucket of sand and poured it into the bottle. The sand flowed into the gap between the stones and asked, "Is the bottle full?" "no!" This time the whole class answered loudly. "Very good!" Then I took out a jar of water and poured it into the bottle until it overflowed. I looked at the class and asked, "What does this example show?" An impatient student quickly replied, "It means that no matter how full your plan is, you can cram things in as long as you work hard." "No," I said, "this example tells us that if you don't put the big stone in the bottle first, you can't put it in no matter how hard you try! What are the big stones in life? Is the ideal of life! Put it in your bottle first. " Examples run through four kinds of stimuli, which arouse students' unintentional attention and make people think deeply.
In order to enhance the stimulation and attract students' unintentional attention, we must give examples carefully. When I was talking about "one divides into two", I gave an example: According to Euclidean geometry, the two lights on the ceiling of the classroom are parallel because they are perpendicular to the ceiling. But if the wire is understood as a straight line, it is not smooth, but will intersect at the center of the earth. Similarly, two ships sailed parallel to the north at the same latitude, and the distance between them was not equal everywhere, but getting closer and closer, and finally crossed at the North Pole. Visible Euclidean geometry is also divided into two parts. Speaking of "regularity", I cited the example of "cicada and number theory". Why is the life cycle of cicada 13 or 17? 13 and 17 are prime numbers, and there are no other integer factors except 1 and itself. Cicada, whose life cycle is prime, has survived because it has few natural enemies and is in an advantage in the competition for survival. Cicada whose life cycle is not prime is the opposite. Cicada doesn't know number theory, but the laws of nature are at work. When I was talking about "ethnic issues", I showed you every positive national portrait of the new version of RMB. When talking about "religious issues", I listed idioms derived from religion. When talking about "poverty is not socialism", I listed that "goodness" in Chinese means "sheep, twenties, mouth", which means that sheep are mostly ancient wealth; The word "good" means "good" and "kindness" in English, and it also means welfare ... The means to enhance the stimulation include watching teaching movies, videos, visiting and social surveys.
This kind of teaching has attracted students' unintentional attention. Before speaking, students are unpredictable. During the talk, the students were absorbed. After the lecture, the students had endless aftertaste.
To improve the teaching of political courses by applying psychological principles, political teachers should first learn psychology well, and even study various schools, such as James' functionalism, Watson's behaviorism, Weitemai's Gestalt Psychology, Freud's psychoanalysis, Maslow's humanistic psychology, Feng Te's neuropsychology and cognitive psychology that is not unique to individuals.
Secondly, in order to really apply psychological principles to improve political teaching, political teachers had better be saints. Regardless of astronomy and geography, arts and sciences, recreation and sports, chess, calligraphy and painting, you can know a little, and you can have whatever you want. Only with extensive knowledge and skills can we learn from others' strengths in class, win by surprise, enhance the attraction of political lessons and change the boring situation of political lessons.
Third, schools should also form a good psychological education atmosphere. Fortunately, strengthening psychological education has become the consensus of the whole education circle. Shanghai recently issued a three-year plan for school psychological teaching and made specific arrangements. In such a good atmosphere, political teachers can study psychology more consciously and use psychological principles to improve political teaching.