(1) Heredity

The so-called heredity refers to the physiological and anatomical characteristics inherited from the previous generation. Characteristics of the body's structure, form, sensory and nervous systems, etc. These physiological characteristics are also called genetic qualities. Genetic quality plays an important role in human development, which is reflected in the following points: First, it is the prerequisite for human physical and mental development and provides the possibility for individual physical and mental development. For example, having a healthy body is a prerequisite for becoming an athlete.

Second, differences in genetic quality have a certain impact on people's physical and mental development, but genetic quality is malleable. In other words, genetic quality can affect the development of an individual, but it does not play a decisive role. Through some acquired efforts (such as prenatal education), genetic quality can be appropriately changed.

Third, the mature mechanism of genetic quality restricts the level and stage of human physical and mental development, providing possibilities and limitations for the emergence of physical and mental characteristics at a certain age. For example, it is okay to ask children in the first grade of junior high school to do decimal division, but it is impossible to ask kindergarten children to do the same problem. This is due to the possibilities and limitations provided by the individual physical and mental maturity mechanisms.

(2) Environment

The so-called environment refers to all external factors that affect the physical and mental development of individuals, mainly including the natural environment and social environment. The environment plays an impact on people's physical and mental development, mainly in the following ways:

First, it provides various possibilities for individual development. Such as opportunities, conditions and objects.

Second, it is the external objective conditions for human physical and mental development. The environment makes the development possibilities provided by genetics become a reality. For example, if a child with musical talent is born into a musical family, this child becomes The possibilities for musicians will be much greater.

Third, when people accept the influence of the environment, they are not passive, but have their own subjective initiative. Therefore, blindly exaggerating, especially environmental determinism, is unscientific and incorrect. .

(3) School education

The so-called school education mainly refers to the purposeful, planned and organized influence of educators on the educated according to certain social requirements. , activities that prompt them to develop in the desired direction.

1. The reasons why school education plays a leading role in human development are as follows:

First, school education is a purposeful, planned and organized activity to cultivate people.

Second, school education is carried out through specially trained teachers, which has relatively good results.

Third, school education can effectively control and affect various factors that affect students’ development. ,

Fourth, school education has a relatively systematic and profound impact on people.

2. The reasons why schools play a leading role in human development are as follows:

First, school education makes social norms for the direction of individual development in accordance with society’s basic requirements for individuals. .

Second, school education has the special function of accelerating individual development.

Third, school education, especially basic education, has both delayed and immediate effects on individual development.

Fourth, school education has the function of developing individual special talents and developing personality.

(4) Individual subjective initiative

The so-called individual subjective initiative refers to taking the initiative and consciously rather than passively according to one's own wishes and thoughts through self-awareness and self-attitude. The ability to understand and practice according to one's own wishes. Individual subjective initiative is the expression of human subjectivity, and its highest level is creativity.

Individual subjective initiative plays a decisive role in human development. It is the driving force for human physical and mental development and the decisive factor in promoting individual development.

Has clear purpose, directionality and procedural nature.