Zhu Zhixian, a native of Ganyu County, Jiangsu Province (now Ganyu District, Lianyungang City, Jiangsu Province), is a psychologist, educator and one of the founders of modern psychology in China. 1930 graduated from the Department of Education of Central University, went to Japan as a researcher at Imperial University of Tokyo, and returned to China as a professor at Jiangsu Institute of Education, Sichuan Institute of Education and Sun Yat-sen University after the beginning of the Anti-Japanese War. He used to be the provost of Dade College in Hong Kong and the dean of Zhongshan College. After the founding of People's Republic of China (PRC), he served as the head of the Education Group of the Central Publishing Administration and the deputy editor-in-chief of People's Education Publishing House. 195 1, transferred to Beijing Normal University. He used to be the director of the Department of Education, the director of the Institute of Child Psychology and the editor-in-chief of Psychological Development and Education. He was the first batch of doctoral tutors announced by the State Council, and trained Lin Chongde, the first doctor of psychology in New China.
Chinese name: Zhu Zhixian.
Nationality: China.
Ethnic group: Han nationality
Place of Birth: Ganyu District, Jiangsu Province
Date of birth:190865438+February 3 1.
Date of death:1991March 5.
Occupation: psychologist, educator
Graduate school: Central University
Faith: * * materialism
Representative works: Dictionary of Psychology and Child Psychology.
life experience
Professor Zhu Zhixian began to pursue a bright life when he was young, and joined the China * * * Production Party at the age of 7/kloc-0. 12 years after Professor Zhu Zhixian joined the Party is the most substantial, brilliant and brilliant year in his 83-year life, and it is also the 12 years that he made the greatest contribution to the education of the Party and the country.
Professor Zhu Zhixian is a famous psychologist in China in the 20th century. He stood on his own feet since childhood, became a success in adversity, and pursued progress and light all his life. At the age of 7 1, he decided to join the China * * * production party. From then on, he began his life pursuit of making new contributions to the cause of the party. Huang's Biography of Zhu Zhixian describes the life track of such an ordinary and simple scholar.
have excellent grades
Zhu Zhixian, 1908, was born in Ganyu County, Jiangsu Province (note: Licheng Village, Ganma). He entered primary school at the age of 6, and his academic performance was excellent. After graduating from high school, he entered the Eighth Normal School of Haizhou Jiangsu Province (now the predecessor of Lianyungang Teachers College); Still teaching in the affiliated primary school, with excellent results; Outstanding achievements in teaching and scientific research, 1930 was sent to the School of Education of Central University for further study. During his normal study, he not only published articles in children's and educational publications, but also published his first book, The Teaching Method of Primary School History, which was published by Shanghai Commercial Press. During my two years of teaching in the primary school attached to the school, I conducted scientific research in combination with teaching, published more than 20 teaching papers, and also published books such as Primary School Curriculum Research (Business) and Introduction to Children's Autonomy (China). After entering the university, he became more diligent and published various papers and monographs, such as Educational Research Law (Zhong Zheng Bookstore), The Reality of Children's Education (China), New Theory of Primary School Management (Children's Bookstore) and so on. In the course of Curriculum Theory in the fourth year of college, the teacher once listed Zhu Zhixian's Primary School Curriculum Research as one of the reference books and wrote it on the blackboard, which caused the whole class to burst into laughter. When Professor Wang learned that the author of the reference book was a student in the class, he was so happy that he even called it "rare"! The 300,000-word Education Research Law was not introduced to students as one of the teaching reference books by the education departments of some universities in Taiwan Province Province until the 1990s.
When Zhu Zhixian was studying, his academic performance was excellent and his works were abundant. People will think that his family conditions are good and his study and life are good. In fact, Zhu Zhixian is not only poor, but also unlucky and ill-fated. 9-year-old loving mother, 12-year-old eldest brother died, 26-year-old, on the eve of college graduation, local bandits harassed the county town, and his father was killed by bandits.
Join the party wholeheartedly
Zhu Zhixian 1936 began to study Marx's Das Kapital when he was studying in Japan, and has been studying the original works of Marxism seriously. As early as when he was teaching in Guilin Jiangsu Institute of Education (1940), he taught related courses from the perspective of Marxism, guiding students to treat psychological consciousness with materialist dialectics. In the course of educational philosophy, he taught Marxist philosophy, dialectical materialism and historical materialism, and became the youngest and most prestigious progressive professor in the school at that time. Later, while teaching at Sun Yat-sen University, he participated in the struggle against hunger and civil war, planned secret meetings for progressive students, and provided places to cover the rescued students from going to Hong Kong. Then he got angry, wrote a book, and published a paper on current affairs, The Tide of Learning Storm, condemning the Kuomintang authorities. So this good professor with profound knowledge, integrity and selflessness, progressive thinking and patriotism was expelled from the school. After the distribution of underground party organizations and the cover of progressive students, I was able to go to Hong Kong alone and teach at Dade College.
At that time, Dade College gathered a large number of experts and professors inside and outside the Party, and Zhu Zhixian was a teacher in the Department of Literature, History and Philosophy. Soon, he was entrusted with the important task of teaching director, and was able to display the wisdom and talent of education management. At this time, Zhu Zhixian took the first step in his political life and asked to join the Party. Unfortunately, Dade College was quickly closed by the Hong Kong authorities. Noble wishes have not come true.
After the peaceful liberation of Beijing, Zhu Zhixian and other progressive scholars came to Beijing from Hong Kong at the invitation of Premier Zhou. Visit and study first, and then assign work. He was first the director of the General Administration of Publishing, and then the deputy editor-in-chief of People's Education Publishing House. 195 1 was transferred to Beijing Normal University to teach.
Professor Zhu Zhixian, from the Department of Education of Beijing Normal University, has made outstanding contributions to teaching, research and introduction of foreign psychological achievements, participated in the work of the 12-year plan, and is full of confidence in psychology and the goal of mankind moving towards productism.
During the period of 1958, Zhu Zhixian became a key figure in the national debate on "psychological criticism" and was the first psychology professor who was labeled as a "bourgeois intellectual" with a "white flag". After rehabilitation, he was able to attend the national conference on liberal arts textbooks and was appointed to participate in the compilation of the textbook "Child Psychology". Zhu Zhixian submitted a written application to join the Party on 1965, but it soon reached the Cultural Revolution, and this application was put on hold again.
1978, the Third Plenary Session of the Eleventh Central Committee of the Party was held. 1979165438+1October 22nd, Zhu Lao was 7 1 year-old, and he joined the party with honor at the age of 70. The spring of science has come, the spring of psychology has come, and Zhu Zhixian has also ushered in the golden age of his academic career.
Study in the twilight
1979,71year. To join the Party, the revised book Child Psychology was published by People's Publishing House.
1980, 72 years old. Lectures on Children's Educational Psychology, edited by the editor-in-chief, was published by Beijing Normal University Press.
1982, 74 years old. The Encyclopedia of Children's Family Education won the second prize of National Excellent Science and Technology Books; Teaching of Child Psychology, edited by * * * six volumes 1 ten thousand words, was published by Beijing Normal University Press.
1983, 75 years old. He undertook the scientific research task of the national key scientific research project "Psychological Development and Education of Chinese Adolescents" during the Sixth Five-Year Plan, and organized more than 200 children's psychology researchers nationwide to conduct research, which lasted for 7 years.
1984, 76 years old. Co-authored Psychology of Thinking Development with Lin Chongde, published in 1986, and 1990 won the first prize of the first educational scientific achievement awarded by the State Education Commission; He was approved as the tutor of the first batch of domestic visiting scholars in Beijing Normal University.
1985, 77 years old. Established the Institute of Child Psychology of Beijing Normal University as the director; Founded the magazine Psychological Development and Education.
1986, 78 years old. Led and edited the Dictionary of Psychology (a national key topic in the Seventh Five-Year Plan), published by Beijing Normal University Press 1989, and won the first prize of the 4th China Book and the special prize of outstanding achievements in philosophy and social sciences in Beijing.
1988, 80 years old. Beijing Normal University and China Education Society held the ceremony of "Celebrating Professor Zhu Zhixian's 60th Anniversary and 80th Birthday" and People's Education Publishing House accepted the manuscript handover of Selected Works of Zhu Zhixian Psychology. At the celebration, the participants unanimously congratulated Professor Zhu Zhixian on his fruitful achievements in teaching and academic research, and congratulated him on training thousands of psychologists and educational theorists for the country. The History of Child Psychology, co-authored with Lin Chongde, was published by Beijing Normal University Press.
1989,81year. Review and revise the research report on the topic of "Psychological Development and Education of Children in China" with 6,543,800 words.
199 1 year, 83 years old. On March 5th, Professor Zhu Zhixian died suddenly, and a superstar in the field of psychology fell.
Main work
child psychology
Child Psychology (1962), edited by Professor Zhu Zhixian, was published by People's Education Publishing House in two volumes, which is used as the teaching material of child psychology courses for psychology and education majors in comprehensive universities and normal universities. 1979 modified and reproduced. The book has 479 pages and 369,000 words. This book won the 1987 National Excellent Textbook Award for Colleges and Universities. Child Psychology is a professional textbook written by Professor Zhu Zhixian in 1960s to solve the urgent need of teaching. This book systematically expounds the characteristics and laws of children's psychological development from the viewpoint of materialist dialectics for the first time. The book * * * consists of 1 1 chapters. It can be divided into five parts. The first part consists of the first, second and third chapters. This part mainly solves the research objects, tasks and methods of child psychology. On the basis of reviewing the development history of children's psychology at home and abroad, this paper critically absorbs the reasonable ideas in the previous children's psychological development view with the viewpoint of materialist dialectics and puts forward its own theory of children's psychological development. The second part consists of the fourth, fifth and sixth chapters. This part discusses the psychological development process of newborns (0- 1 month), sucklings (1 month and one year old), infants (1 year old and one year old) and preschool children (3-6, 7 years old) respectively, and also expounds the different stages of development. The third part consists of seven, eight and nine chapters. This part focuses on the conditions and characteristics of the formation and development of school-age children's psychological process (including feeling, perception, memory, attention, thinking, imagination, emotion and will) and personality (including self-awareness, moral awareness, moral behavior and self-discipline). The fourth part consists of Chapter 10, focusing on the psychological characteristics and laws of adolescent children (13, 14- 15, 16). The fifth part consists of Chapter 11, which expounds the characteristics and laws of children's psychological development in early adolescence (16,17, 18). This book arranges chapters according to the order of children's psychological development stages. Both the 1962 version and the revised version of 1979 strive to reflect the achievements of children's psychology research in China, and initially make people understand the psychological characteristics and laws of children's psychological development in China.
The book "Child Psychology" mainly focuses on the following questions and expounds the law of children's psychological development.
External causes of psychological development
Is the child's psychological development determined by congenital inheritance or by acquired environment and education? This is a long-standing debate in the field of psychology. From the viewpoint of dialectical materialism and genetic determinism, Professor Zhu Zhixian holds that (1) American psychologist Hall put forward that "one or two heritages are better than one ton of education", and that the development process of children's psychology is a rhythmic movement process of children's inner quality towards their own goals, and the external environment only plays a role in promoting or delaying this process here, but can't change it; (2) Watson, an American psychologist, put forward the view that by giving me more than a dozen healthy children, I can change the omnipotence of education in a special way; (3) The viewpoint that children's psychological development is the product of heredity and environment put forward by American psychologist Wu De Voss is deeply analyzed and criticized. The advantages and disadvantages of their respective views are pointed out, and on this basis, it is proposed that genetic quality is a prerequisite for children's psychological development, but it cannot determine children's psychological development, and genetic quality is only a necessary condition. Environment and education stipulate children's psychological development, in which educational conditions play a leading role, and environment and educational conditions are decisive conditions for children's psychological development, but this does not mean that children's psychological development can be determined mechanically.
Internal causes of psychological development
Professor Zhu Zhixian believes that the motive force of children's psychological development is the contradiction between the new needs generated by children's continuous active activities and their existing psychological level or state, and it is the internal cause or internal contradiction of children's psychological development, which is the motive force of children's psychological development. According to this view, the author expounds the motivation of children's psychological development at different ages. For example, he pointed out that the motivation of psychological development in early childhood is the contradiction between the need to master random movements, communicate with adults and understand simple things initially and the extremely low level of physical and mental development under the influence of adults. For another example, the driving force of psychological development in early childhood is the contradiction between the new demand of children's independent participation in social practice activities and the experience and ability of independent activities. The author believes that game activities are the main form of activities to solve the psychological contradictions of preschool children. Looking back on the development history of children's psychology, there are many references to development motivation, among which the most representative ones are: (1) those who only talk about external factors and don't talk about development, such as Russell in Britain; (2) only talk about internal factors, not development, such as the Bieler couple of the Viennese school; (3) only talk about internal and external factors without talking about development, such as Gestalt school; (4) Talk about both external causes and development, such as the associative psychology school; (5) Talk about both internal causes and development, such as Thorndike; (6) Talk about internal and external causes and development, such as Piaget. Professor Zhu Zhixian is not only the development view of the interaction of internal and external factors, but also puts forward the specific contents of internal and external factors in psychological development, which initially solves a series of theoretical problems such as needs theory, personality consciousness tendency theory, psychological structure (original level) theory, and also involves a series of practical problems such as children's learning enthusiasm, ability development and moral development. Therefore, his theory has been recognized by most psychological colleagues in China because of its pioneering nature.
Education and development
Professor Zhu Zhixian believes that children's psychology will not develop if there is only the internal cause or internal state of children's psychology without appropriate educational conditions; Education, an external condition, can't play a role without the internal or internal conditions of children's psychological development. Therefore, children's psychological development is mainly determined by the educational conditions suitable for children's psychological development. Specifically: (1) Education determines children's psychological development; (2) Education itself must be suitable for children's psychological development, and its function can only be realized from the level or state of children's psychology. In addition, children's psychology must undergo a series of quantitative and qualitative changes from education to development. This process is:
Practice repeatedly, understand and master, and internalize constantly.
Education → Knowledge and Experience → Development
In the relationship between education and development, how to play the leading role of education? This involves the accuracy of academic requirements. Professor Zhu Zhixian suggested that only those requirements that are higher than children's original level and can be achieved through their subjective efforts are the most appropriate requirements. Therefore, if the "zone of proximal development" put forward by the "cultural history" school of Villeroux in the Soviet Union expounds the potential of psychological development, then Professor Zhu Zhixian puts forward ways to develop this potential.
Psychological age stage
Professor Zhu Zhixian believes that children's psychological development, like other things, is a process of constant quantitative and qualitative change. The age characteristics of children's psychological development are general, typical and essential characteristics formed in various stages of children's development under certain social and educational conditions. At the beginning of this stage of children's psychological development, the age characteristics of the previous stage may be retained, and at the end of this stage, a large number of age characteristics of the next stage may also be produced. Even children of the same age have different age characteristics. Therefore, we should grasp the individuality and commonness, typicality and diversity of these characteristics of the times from a dialectical point of view. We can't replace generality with individuals and deny typicality with diversity.
Different psychologists have different views on the age division of children's psychological development. For example, Freud divided the development of children's psychological sexual desire; Piaget is divided according to the development level of children's thinking; Ai Kangning and davydov divided children into different stages of development with children's leading activities. How to divide the age stages of children's psychological development? Professor Zhu Zhixian proposed that the following points should be considered: (1) The important special contradictions or qualitative characteristics in different stages of children's psychological development should be the main basis for dividing children's psychological age. (2) When dividing children's age, we should not only see the key points, but also see the comprehensiveness. Therefore, the criteria for dividing children's psychological age stages are the special contradictions and qualitative characteristics of children's psychological development in different periods under certain educational and social conditions. These special contradictions and qualitative characteristics are mainly manifested in their leading activities, their thinking level and personality characteristics, as well as their physiological development (especially in higher nervous activities) and language development level. On this basis, he proposed that children's psychological development can be divided into the following stages: infancy, infancy, preschool, school age, adolescence and early youth.
The research scope of this book is: the characteristics and laws of psychological development of children aged 0- 18, especially those of school-age children.
The advantages of this book are: (1) It expounds the characteristics of children's psychological development according to their age stages, which is helpful to learn and master the characteristics and laws of children's psychological development; (2) When expounding every question, always take dialectical materialism as the guidance, absorb the essence of domestic and foreign research, eliminate its dross, and combine the actual psychological characteristics of Chinese children to put forward theoretical viewpoints suitable for the psychological development of Chinese children; (3) Pay great attention to absorbing the latest research results when discussing opinions, so that this book can reflect and represent the development level of children's psychology in China; (4) This book attaches great importance to the combination of children's mental theory research and educational practice, and puts forward corresponding educational suggestions after discussing each question. (5) This book also puts forward the direction of China's child psychology, that is, we must adhere to materialist dialectics in theory. In practice, we must persist in serving China's socialist construction. When absorbing foreign scientific data, we must implement the policy of making foreign things serve China; When absorbing China's ancient psychological heritage, we must adhere to the policy of making the past serve the present. In terms of research methods, we should make use of the latest achievements of modern science and technology and combine multidisciplinary experts to study the characteristics and laws of children's psychological development.
Other works
Zhu Zhixian published more than 50 important papers in his life, such as Practice of Children's Education, Attendance and Absence of Pupils, New Theory of Primary School Management, Piaget's Comments on Children's Thinking Psychology, etc. Published 18 books, including Education Research Law, Implementation Law of Public Education, Implementation Law of Announcement and Speech Wave, Implementation Law of Primary School Research Work, Random Talk on Psychological Common Sense, Annual Psychology, Child Psychology, etc. Among them, "Child Psychology" is the first textbook of child psychology recognized in China, which uses Marxist viewpoint, absorbs the achievements of domestic child psychology and reflects the contemporary academic level of our country. He was responsible for editing the national key projects "Dictionary of Psychology" and "Development Characteristics and Education of Psychology in China", and also translated Japanese and Soviet psychological works.