The motivation for individual physical and mental development

Evaluation of basic viewpoints and representative figures

Intrinsic theory emphasizes that the power of human physical and mental development comes from the inner needs of the person. The sequence of development is also determined by the body's maturation mechanisms. Mencius in China and Plato, Freud, Wilson, and Gesell in the West ignore external factors and human initiative and advocate human nature; they pay attention to the relationship between human body development and psychological development, and the relationship between human maturity and learning, which deserves recognition. .

The external force theory believes that development mainly depends on external forces, such as environmental pressure, stimulation or requirements, as well as the influence of others, etc. Watson, Xunzi of China and founder of American Behavioral Commentary, went to the opposite side of endogenous theory and affirmed the role of external factors on people.

Interactionism Human development is the result of the interaction between individual internal factors and the external environment. Swiss Piaget overcame the shortcomings of linear thinking.

The Theory of Subjective Practice Developing various practical activities of the subject is the fundamental force that promotes human development. Without the practice of subjectivity, no development is possible. Ye Lan (view of this book) further looks at the interaction between internal factors and external factors from a dynamic perspective, which is more dialectical.

Definition of sequential and staged education: "See "General Theory of Education" written by Zheng Jinzhou, East China Normal University Press, 2000 edition"

4. General laws of individual physical and mental development

Regular physiological manifestations and psychological manifestations, educational significance

Imbalanced nervous system and lymphatic system mature first, reproductive system matures later. In modern times, individual social maturity is delayed, and individuality Maturity moves forward, resulting in the heterochronic phenomenon of physical and mental maturity. Critical period issues.

Sequentially, the body develops from top to bottom, from the middle to the limbs, and from bones to muscles. (Pictured) For example, Piaget believed that human intelligence develops in the order of sensorimotor level, pre-operational level, concrete operation level and formal operation level. Educators should teach in accordance with the sequence of development and achieve a step-by-step approach. At the same time, education must adapt to the "zone of proximal development" and stay ahead of development.

Stages The development stages of life are divided into: infancy, childhood, adolescence, youth, adulthood and old age. For example, Maslow divided human needs into five levels: physiological needs, safety needs, belonging needs and love needs, esteem needs and self-actualization needs. Education should follow the stages of development and carry out corresponding educational activities at different stages of development.

Complementarity, such as blindness, compensates through the extraordinary development of hearing, touch and smell. For example, a person's mental strength, will and emotional state can help people overcome diseases. Educators should establish the confidence that no matter what the individual's own conditions are, as long as life still exists, the possibility of development will also exist, and the possibility of life and development will always exist.

Individual differences, gender differences between men and women, temperament differences, and ability differences. In education, it is necessary to grasp the characteristics of age groups, but it is also necessary to discover the uniqueness of each student and teach students in accordance with their aptitude.