Humanistic learning theory emphasizes students' autonomous learning, independent construction of knowledge meaning and cooperative learning. Different from constructivism, it emphasizes human development, that is, students' self-development, exploring people's creative potential and emotional education. Humanistic learning theory can be divided into five main viewpoints: potential view, self-realization view, creation view, emotional factor view and teacher-student view.
1, potential view Humanism theory holds that everyone has potential ability in study and work. Unfortunately, this potential has not been fully released. Education itself should strive to explore students' potential abilities. Therefore, the focus of humanistic theory research is how to explore the potential of each student through education. From this point of view, on the one hand, humanism emphasizes that students should be the main body of learning, and at the same time, it also attaches importance to teachers playing a leading role in this process, and this leading role lies in how to explore students' potential.
2. Self-realization concept (also called self-development concept)
Humanistic theory attaches great importance to students' personality differences and personal values; Emphasize students' self-realization (development) and take students' self-realization as the teaching goal. However, due to the differences in people's knowledge level, acceptance, hobbies, learning methods and habits, there are personality differences. In teaching, teachers should teach students in accordance with their aptitude, create different learning conditions for different students, let different students play freely, meet different individual needs, let students know their own value and promote their own development.
3. Creative concept
Humanism, like constructivism, advocates cultivating students' ability between knowledge and ability, and regards creativity as the core issue of teaching. Rogers pointed out: everyone has creativity, at least creating potential, and people should actively develop these potentials. And that creativity should not be regarded as the privilege of some experts. Bloom also believes that the potential and creativity of most people should be studied. 4, the concept of emotional factors
Emotional factors in learning, including exploring students' potential and developing their creativity, are closely related. Humanism pays special attention to this point, thinking that learning is initiated by students themselves (rather than passively waiting for stimulation). Individual's overall investment in learning involves not only cognitive ability, but also emotion and behavior. Students' strong interest in learning and clear goals are very important emotional factors. Teachers must fully create a good learning environment for students, fully attract students to the learning situation, and stick to it for a long time. The creation of this emotional factor requires teachers to actively guide, encourage and create a good learning environment.
5. Teacher-student view
Humanism pays more attention to the orientation of teachers and students; The relationship between teachers and students is also based on emotion, maintaining a relaxed, harmonious, democratic and equal learning atmosphere and establishing a good interpersonal relationship and harmonious learning atmosphere. Teachers should treat every student equally, trust and respect students according to their individual differences, and build a democratic, equal and harmonious relationship between teachers and students in the teaching process, so that students do not feel depressed or burdened in their studies, so that students can really learn actively and lively in their studies. Teachers change from masters and authorities to students' mentors and friends, and from teaching to guidance, so that students' learning becomes real independent participation.
Second, the connotation and enlightenment of humanistic learning view
The connotation of humanistic learning theory is embodied in teaching theory, which is to take students as the center and encourage students to learn actively.
First of all, the educational goal of humanistic learning theory is to train students to learn to learn and realize themselves.
Secondly, humanistic learning theory advocates students' dominant position in education, and emphasizes that students should keep and develop curiosity in the teaching process, explore any unknown field with their own interests as the guide, and realize that everything is changing and developing.
Thirdly, humanistic learning theory holds that teachers are only promoters of students' learning. The primary task of teachers as promoters is not to teach, but to promote, so that students can learn freely and satisfy their curiosity.
With the rapid development of economy and the integration of international information exchange, the demand for talents in society has gradually changed from simplification to diversification, that is, people pay more attention to their creativity and innovation ability while mastering knowledge and skills. In this situation, re-understanding the basic ideological value of humanistic learning theory is believed to have certain guiding and reference significance for China's talent training model. The enlightenment to the current talent training mainly includes: 1, respecting individual needs, developing one's own potential, and finally realizing oneself.
2. Pay attention to meaningful learning and advocate free exploration.
Rogers divided learning into two categories: meaningless learning and meaningful learning. Meaningless learning is equivalent to learning meaningless syllables. It is an arduous task for learners to remember these meaningless syllables, because they are lifeless, boring and irrelevant and will soon be forgotten. The other is meaningful learning, which refers to a kind of learning that greatly changes the individual's behavior, attitude, personality and future course of action. It is not only a kind of learning to increase knowledge, but also a kind of learning that is integrated into everyone's experience.
As far as the current talent training process in China is concerned, most of them stay at the level of meaningless learning. During school, students mainly get knowledge from books. However, this knowledge is out of date, and it is impossible for students to meet the needs of society. Teachers blindly indoctrinate students and rarely give them opportunities to practice and communicate, which will inevitably lead to employers' inability to understand their true level. At the same time, the traditional training mode forces students to adapt to the school, attaches importance to intellectual education, and ignores the differences of individual personality and the cultivation of emotion, which causes many students' psychological distortion and leads to tragedies. Therefore, in the process of talent training, we should pay attention to the cultivation of meaningful learning, mobilize the initiative of students to the maximum extent, and cultivate positive, happy and psychologically healthy people who adapt to the changes of the times.
3. Advocate learner-centered and build a harmonious relationship between teachers and students.
In the traditional talent training mode, teachers are the owners of knowledge, while students are only passive recipients. Students have no right to choose their favorite materials, that is, they must passively accept whether knowledge is suitable for students to learn. This relationship between teachers and students is bound to seriously hinder students' meaningful study and suppress personality development.
Humanistic learning theory emphasizes student-centered, highlighting the main position and role of students' learning. Learners are the center of the whole learning process, and teachers should fully respect students and realize that each student is an independent individual and has his own value. Teachers must establish good interpersonal relationships with students, create a good learning atmosphere, and often organize exchanges and dialogues between teachers and students. In terms of personnel training methods, it is the key to cultivate innovative talents to advocate learner-centered and build a harmonious relationship between teachers and students. 4. Pay attention to students' self-evaluation.
The traditional talent evaluation model is mainly based on the examination, grading, screening and evaluation of academic knowledge. As we all know, students are dynamic people, so it is impossible to give a unified standard evaluation of inanimate substances. Rogers advocates learners' self-evaluation. Students are responsible for evaluating their own responsibilities, determining their own grading standards, and actually evaluating whether they have achieved their original goals, so as to make learning more active and effective.
On the other hand, self-evaluation is a kind of self-competition, which avoids the psychological pressure brought by score competition and is more conducive to personal progress. Therefore, in the talent training mode, a relatively perfect teaching evaluation system should be established, including both external evaluation and learners' own evaluation, so that the evaluation method of talent training not only reflects diversity but also pays attention to individuality. Teachers should not only make study plans with students, but also discuss with students frequently and decide the criteria for evaluating learning, so that students can master the methods of self-evaluation. 5. Humanism also has some defects and deficiencies.
It is right to attach importance to the role of emotional factors in learning, but it is a bit one-sided to expand the role of this factor. In addition, overemphasizing students' independent choice and neglecting teachers' guiding role is not conducive to students' learning systematic knowledge, cultivating students' willpower and discipline, and tends to extreme individualism.
The humanistic learning theory emphasizes the cultivation of students' personality, gives full play to students' initiative and creativity, and advocates that teaching should be student-centered, build a good relationship between teachers and students, encourage students to evaluate themselves, and make students grow up physically and mentally in order to adapt to the changes of the times and the requirements of society.