Studying psychology can help you understand people's inner thoughts. The following is the basic knowledge of psychology I have compiled. Welcome to read!

● Overview of psychology

Psychology is a science that studies people's psychological phenomena and their laws. Psychological phenomena include psychological process and personality psychology.

Feng Te established the world's first psychology laboratory in Leipzig University on 1879, which marked the birth of scientific psychology.

● The main schools of psychology

Feng Te's structuralist psychology, James's functionalist psychology, Watson's behavioral psychology, Witt Harmo's Gestalt psychology, Freud's psychoanalysis school, Maslow's humanistic psychology, Simon's cognitive psychology and neuropsychology.

● Perception and attention

(1) feeling

1. What is feeling? Under the direct effect of objective stimulation, the human brain embodies its individual attributes.

2. Types of feelings

There are five external senses: sight, hearing, taste, smell and skin sensation. Internal feeling: body feeling, movement feeling and balance feeling.

(2) Perception

1. What is perception? Under the direct action of objective things, the human brain reflects its overall attributes.

2, the type of perception:

Sense of space: refers to the human brain's response to the spatial characteristics of objects. It includes shape perception, size perception, orientation perception and depth perception.

Time perception: it is the human brain's perception of the continuity and sequence of objective phenomena.

Motion perception: perception of spatial displacement of objects. There are real motion perception, quasi-motion perception, induced motion perception and autonomous motion perception.

Illusion: refers to the distorted perception of objective things.

3. Basic characteristics of perception

(1) Selectivity: In the process of perception, people distinguish the perceived object from the background and give priority to clearly reflect it.

(2) Integrity:

(3) Comprehension: When people perceive something, they always use the existing knowledge and experience to understand it and mark it with words. This stage of perceptual knowledge is called perceptual knowledge.

(4) constancy: When the conditions of perception change within a certain range, the image of perception remains relatively unchanged.

4. The organizing principle of perception

Proximity, similarity, continuity and proximity.

(3) Attention

1, pay attention to the overview

(1) What is attention? Refers to the direction and concentration of psychological activities on an object.

(2) the characteristics of attention (directionality and concentration)

(3) Functions of attention (selection, integration, maintenance and adjustment)

2. Attention type:

(1) attention range: the number of objects that people's consciousness catches in an instant.

(2) the stability of attention: people point to and concentrate on the characteristics of something.

(3) Attention distribution: Focus on two or more features of an object or activity at the same time.

(4) Attention shift: People consciously shift their attention from one thing to another.

(D) the application of the law of attention in teaching

1, arouse students' intentional attention and improve their learning consciousness.

2. Correctly apply the law of unintentional attention and organize teaching activities.

3. Guide students to use different forms of attention alternately and keep learning activities.

● Memory

(A) Memory and its types

1. What is memory? The psychological process reflected by past experiences in the human brain.

2. The basic process of memory: it consists of three links: memory, retention, recognition or recall. It is equivalent to coding, storage and extraction of cognitive psychology.

3. The main types of memory

(1) memory object classification

① image memory; ② Logical memory; ③ Emotional memory; ④ Action memory.

(2) Classification of memory stages

① Instantaneous memory; ② Short-term memory; ③ Long-term memory.

4. Memory representation

(1) What is representation? Images of things perceived in the human brain.

(2) The relationship between appearance and afterimage: 1. Directly or indirectly; Second, conscious or unconscious; Third, the length of time.

(3) Characteristics of memory representation

① Intuitive visualization; ② image generality; ③ Fuzzy fragmentation; ④ Individual differences.

(2) Memory system

1. What is forgetting? The content of memory cannot be recalled or recognized, or it is recalled or recognized incorrectly.

(3) Forgetting

2. Types of forgetfulness

① Temporary forgetting and permanent forgetting; ② Active forgetting and passive forgetting.

3. Forgetting Law

Ebbinghaus's forgetting curve. The process of forgetting is uneven, with the characteristics of fast first and then slow.

(4) Improve memory ability and promote knowledge consolidation.

1, good memory quality.

Sensitivity: refers to the speed of memory; Persistence: refers to the length of time that the content is kept in memory; Accuracy: refers to the ability to accurately extract materials from memory; Preparation: refers to the degree of consolidation of memory content, that is, the difficulty of extraction and utilization.

2. Ways to improve memory ability

(1) Clarify the purpose of memory and enhance the initiative of learning. Only with purpose can we have motivation, sense of responsibility and initiative.

(2) Understand the meaning of materials and use less mechanical memory. The research shows that the materials of meaning memory have long retention time, quick utilization and less interference.

(3) Fine processing of materials to promote in-depth understanding: Fine-processed materials are clear, more clues are extracted and easier to use.

(4) Organizing materials reasonably by using the chunking strategy: using the organization to remember firmly and systematically.

(5) Using various coding methods to improve the processing quality. Research shows that materials with semantic coding and image coding are easy to remember.

(6) Pay attention to review methods to prevent knowledge from being forgotten.

Review regularly in time. This is reviewed according to Ebbinghaus's forgetting rule.

Reasonably allocate time and realize the combination of decentralization and concentration.

Repeated reading is combined with hard memory.

Review methods should be diversified.

● Thinking

(A) thinking and its types

1. What is thinking? The indirect and universal reflection of the human brain on objective things.

2. Thinking characteristics (indirectness and generality)

3. Thinking types

(1) According to the development level of thinking: intuitive action thinking, concrete image thinking and abstract logical thinking.

(2) According to thinking logic: analytical thinking and intuitive thinking.

(3) According to the directionality of thinking: centralized (seeking common ground) thinking and divergent (seeking differences) thinking.

(4) According to the creative degree of thinking: creative thinking and creative thinking.

(B) the process and basic form of thinking

1, the process of thinking

(1) analysis and synthesis

(2) Comparison

(3) Abstraction and generalization

(4) Systematization and concretization

2, the basic form of thinking

(1) concept: the human brain's understanding of the essential characteristics of objective things.

(2) Judgment

(3) Reasoning

3. Master scientific concepts

(1) Rational use of everyday concepts

(2) Make full use of perceptual experience

(3) Pay attention to the use of "variants"

(4) the combination of words and perceptual materials

(5) Define the concept correctly.

(6) Mastering concepts in practical application

(7) Form a correct conceptual system

(3) Solving problems

The stage of solving problems

(1) Ask questions

(2) Clear the problem

(3) Put forward assumptions

(4) test hypothesis

Factors affecting problem solving

(1) Problem scenarios and problem expressions: spatial arrangement, spatial set, redundant information and psychological concept arrangement.

(2) Lenovo and prototype inspiration

(3) Stereotype and functional fixation: refers to a state of preparation for psychological activities. Fixation refers to seeing only its usual functions, but not other functions.

(4) Personal experience level:

(5) Individual emotion and motivation: inverted U-shaped curve.

(6) Personality factors (ability, personality, etc. )

(D) the cultivation of good thinking quality

1, the characteristics of good thinking quality

Extensive and profound

(2) independence and criticism

(3) Logic and rigor

(4) Flexibility and agility

(5) Creativity

2. How to cultivate students' good thinking quality?

(1) Strengthen the training of scientific thinking methodology

(2) Using heuristic teaching method.

(3) Strengthen speech training.

(4) play a fixed role

(5) Cultivate the ability to solve practical problems

3, the cultivation of creative thinking

(1) Stimulate curiosity and thirst for knowledge, and cultivate creative motivation.

(2) Cultivate the ability to combine divergent thinking with concentrated thinking.

(3) Cultivate and develop students' intuitive thinking ability.

(4) Carry out creative activities and cultivate creative personality.

● Skills

(A) skills and their characteristics

1. The concept of skills: refers to a stable and complex activity pattern formed by people using relevant knowledge and experience in activities and consisting of several actions to ensure the smooth progress of an activity.

2, the characteristics of skills

(1) Skills are learned, which is different from instinctive behavior.

(2) Skill is a way of activity, which is different from knowledge.

(3) Skills are legal activities, which are different from ordinary voluntary sports.

3. Skill type

(1) operation skills and their characteristics

Materiality of action object, clarity of action and development of action structure.

(2) intellectual skills and its characteristics.

The concept of action object, the implied action and the simplicity of action structure.

(B) the formation of operational skills

1, operational skills formation stage

(1) operation direction

(2) Imitation operation

(3) Business integration

(4) Proficiency in operation: Proficiency in operation refers to the strong adaptability of the action mode to various changing conditions, and the execution of the action has reached a high degree of perfection and automation. It is characterized by action quality, action structure, action control and action efficiency.

2. Practice is the basic way to form operational skills.

(1) The relationship between practice and skill progress: the skill level increases with practice, the lofty phenomenon in the process of practice, the ups and downs of practice results, and the individual differences in skill formation.

(2) Conditions for effective practice: purpose and motivation of practice, method and knowledge, step by step, relationship between quality and quantity, time arrangement, diversified ways and timely feedback.

(3) The formation of intellectual skills.

1, the formation stage of intellectual skills.

(1) prototype orientation: even if the subject has mastered the operational knowledge. Its teaching requirements are: understanding the structure, sequence and law of actions, the initiative and independence of the subject, clear and accurate demonstration and explanation, and retelling requirements.

(2) Prototype operation: The establishment of perceptual kinesthetic images is the basis for the formation and internalization of intellectual skills. Its teaching requirements are: presenting intellectual activities in an expanded way, paying attention to the replacement of active objects, paying attention to the mastery of activities, and paying attention to the combination of actions and words.

(3) Prototype internalization: it can be processed through characterization. Its teaching requirements are from external speech to internal speech, focusing on simplification, being able to migrate and grasping the opportunity of transformation.

2. intellectual skills's training requirements.

(1) Establish a reasonable prototype of intellectual activities: Psychological simulation is to establish a material system that is balanced with people's psychological functions.

(2) Effective practice in stages.

① Stimulate the enthusiasm and initiative of learning;

② Pay attention to the integrity, independence and universality of the prototype;

(3) Adapting to the stage characteristics of training and using words correctly;

④ Pay attention to students' individual differences.

● Ability

(A) the ability and its type

1. What is ability? It is a necessary psychological condition for people to complete certain activities. It directly affects the efficiency of human activities.

2, the relationship between ability and knowledge and skills.

(1) The relationship between ability and knowledge and skills

(1) Knowledge and skills are the foundation of ability formation and promote the development of ability; ② Ability restricts the mastery level of knowledge and skills and affects the learning progress of knowledge and skills.

(2) the difference between ability and knowledge and skills

① Knowledge is the generalization of cognitive experience, skill is the generalization of activity mode, and ability is the generalization of psychological level; (2) The mastery of knowledge and skills does not necessarily lead to the development of ability. Only when the knowledge and skills are mastered skillfully can the ability development be promoted through extensive migration.

3, the classification of ability

General ability and special ability, actual ability and potential ability.

(2) Intelligence and its measurement

1. What is intelligence? People have successfully solved the organic combination of various cognitive abilities necessary for certain activities, and take abstract thinking as the core.

2. Intelligence test

3. Quality standard of intelligence test

Reliability, validity and standardization.

Factors affecting intellectual development

1, genetics and nutrition

2. Early experience

3. Education and teaching

4. Social practice

5. Subjective efforts

(D) the development and change of ability

Individual differences in ability

(1) Differences in competency types

(2) the difference of ability level

(3) the difference of ability performance in the morning and evening.

Group differences in ability

(1) Gender differences

(2) Occupational differences

(3) Racial differences

● Motivation

(a) needs and motivations

1, required

(1) What do you need? Need is a reflection of what is necessary to maintain the survival and development of individuals and society. It is the source of personal enthusiasm.

(2) the type of demand

① Physiological needs and social needs; ② Material needs and spiritual needs.

(3) Maslow's hierarchy of needs theory.

Physiological needs, security needs, belonging and love needs, respect needs and self-realization needs.

2. Motivation

(1) What is motivation? It refers to arousing and maintaining individual activities, which is the internal motive force for activities to move towards a certain goal.

(2) the incentive conditions

The internal condition is need, and the external condition is incentive.

(3) the role of incentives

① Start function; (2) maintain function; ③ Guiding function.

(4) the classification of motivation

① Physiological motivation and social motivation; ② Forward-looking motivation and close-range motivation; ③ Dominant motivation and subordinate motivation; ④ Internal motivation and external motivation.

(B) the cultivation of learning needs

1. Use the interactive relationship between learning motivation and learning effect to cultivate learning needs.

(1) Learning motivation affects learning effect by directly restricting learning enthusiasm.

(2) The success or failure experience of learning effect is counterproductive to learning motivation.

(3) Master the art of grading so that every student can experience a sense of success.

(4) Make students master solid knowledge and skills and achieve real success.

2. Cultivate learning needs through direct generation and indirect transformation.

(1) From the point of view of direct occurrence, we should try our best to meet students' original learning needs.

(2) From the perspective of indirect transformation, students' other needs and requirements should be met through various activities.

(C) to stimulate learning motivation

1. Create problem situations and implement heuristic teaching.

2, according to the difficulty of homework, appropriate control motivation level.

(1) Jaecks-dodson Law: A moderate level of motivation is most conducive to stimulating learning motivation.

(2) The harder the homework, the lower the best motivation level; The simpler the homework, the higher the best motivation level.

3, make full use of feedback information, effective rewards and punishments.

(1) theoretical basis: reinforcement theory

(2) Feedback information of learning results is helpful to stimulate learning motivation.

(3) Reward can stimulate learning motivation more than punishment.

4. Set up the classroom structure reasonably and organize the learning competition reasonably.

(1) Achievement Structure Theory: Cooperation, Competition and Individualization

(2) Positive and negative effects of learning competition.

5. Correctly guide the attribution of grades and urge students to continue their efforts.

(1) Attribution theory of success or failure: ability, effort, luck and task difficulty.

(2) The influence of attribution style on learning motivation.

6. Provide successful experience and enhance self-efficacy.

(1) self-efficacy theory: self-efficacy refers to the subjective evaluation and conviction of an individual's ability to engage in a certain job.

(2) Factors affecting self-efficacy: success or failure experience, observation of others, verbal persuasion, mood and physiological state.

● Emotion

(A) the basic concept of emotion

1. What is emotion? People's attitude and experience about whether objective things meet their own needs.

2. Classification of emotions

(1) Basic Emotion Classification

Happiness, sadness, anger, fear.

(2) Classification of emotional intensity and duration

Mood, passion, pressure.

3. The nature of emotion

(1) Emotion is caused by stimulation.

(2) Emotion is a subjective experience.

(3) Emotional state is not easy to control.

(4) Emotion is closely related to motivation.

4. The relationship between emotion and cognition

(1) The Relationship between Emotion and Cognition

(1) cognition produces emotions. Premises and foundations; ② Emotion has a dynamic influence on cognition.

(2) the difference between emotion and cognition

① Cognition reflects the attributes of objective things, and emotion reflects the demand relationship between subject and object; ② The randomness of cognitive activities is strong, but the randomness of emotional activities is weak; (3) Emotion has stronger and more vivid physical manifestations than cognitive activities.

5. Generation and expression of emotions

(1) Emotion Generation

Changes of visceral organ activity, EEG and skin electricity.

(2) Expression of emotion

① facial expression; ② Body expressions and gestures; 3 oral expression.

(2) Stress, emotion and health

1, the nature and source of pressure

(1) The essence of stress: Stress is a state showing some special symptoms, which is formed by the nonspecific changes in the physiological system caused by the response to stimuli.

(2) the source of stress

Physiological factors, psychological factors, social factors and cultural factors.

2. Self-regulation and control of emotions.

(1) Cultivate a positive and optimistic attitude towards life.

(2) cultivate a wide range of hobbies

(3) Try to enrich your emotional experience.

(4) Learn to appreciate and accept yourself.

(5) Establish good interpersonal relationships and be lenient with others.

(6) Face and handle negative emotions correctly.

● Personality

(A) the basic concept of personality

1. What is personality? Personality is a unique pattern that constitutes a person's thoughts, emotions and behaviors. It contains a stable and unified psychological quality that distinguishes one person from another.

2, the characteristics of personality

Uniqueness, stability, integration and functionality.

3. The structure of personality

(1) temperament

① What is temperament? It is the expression of the dynamic characteristics of people's psychological activities.

② Temperament types: choleric, sanguine, mucinous and depressive;

③ The relationship between quality and higher nervous activity type.

The nervous system has three basic characteristics, strength, balance and flexibility.

Blood is relatively active (strong, balanced and elastic); Bile quality is relative to excitability (strong imbalance); Stickiness is relative to quietness (strong, balanced and inflexible); Weak type is related to depression.

(2) Personality

What is personality: people's attitude towards reality and corresponding behavior.

② the relationship between personality and temperament

Connection: both belong to stable personality characteristics; The two influence each other. Temperament can affect the speed of character formation and give it a certain color. Personality can change temperament.

Differences: temperament is greatly influenced by physiology, and personality is greatly influenced by society; Strong temperament stability and strong personality plasticity; Temperament characteristics appear earlier and personality characteristics appear later; There is no good or bad temperament, only good or bad personality.

(B) the formation of personality

1, biological genetic factors

2. Social and cultural factors

3. Family environment factors

4. Early childhood experiences

5. Natural environmental factors

● Mental health education and psychological consultation

mental health

1, what is health and mental health?

Health: not only there is no disease, but also a state of mind in which individuals are completely safe physically, psychologically and socially.

Mental health; It means that individuals can give full play to their greatest potential and properly handle and adapt to the relationship between people and between people and social environment.

2. Mental health standards

(1) mental health standard of "self-actualizer" (15)

Face up to reality; Accept yourself; Frank in words and deeds; Love your career; Alone; Harmonious relationship with the environment; Appreciate daily life; Have a peak experience; Caring for others with the same value; Deep interpersonal relationship; Treat people with democracy and equality; Abide by moral standards; Full of humor; Creative; Don't go with the flow.

(2) the realistic standard of mental health

① Correct self-awareness; ② Interpersonal coordination; ③ Gender role differentiation; ④ Social adaptation is good; ⑤ Emotion is positive and stable; ⑥ Personality structure is complete.

3. Promote mental health

(1) the principle of promoting mental health

The unity of physiology and psychology, the coordination between individuals and groups, the combination of theory and practice, and equal emphasis on prevention and development.

(2) Ways and means to promote mental health.

Carry out mental health education and establish mental health care network; Add mental health professional institutions to create a good social environment.

(2) Psychological counseling

1, the essence of psychological counseling

(1) What is psychological counseling? It is a process of using psychological theory and technology, using language and other media to help visitors eliminate psychological barriers, correctly understand themselves and society, give full play to their potential, effectively adapt to the social environment, exchange information with visitors, and establish certain interpersonal relationships.

(2) The connection and difference between psychological counseling and psychotherapy.

① Contact: Both emphasize the establishment of good interpersonal relationships; The theories, methods and principles followed are consistent. ② Difference: The object of psychological counseling is mainly normal people with psychological confusion, while the object of psychotherapy is mainly mental patients; Psychological consultation mainly follows the development and education model, and psychotherapy mainly follows the medical model; Psychological counseling focuses on prevention and promotion, while psychotherapy focuses on remedy and correction.

(3) The connection and difference between psychological consultation and ideological and political work.

① Contact: The purpose is to promote the healthy growth of students; It is part of the overall work of the school. ② Different: the work objectives and scope are different; Different working methods and means; Follow different theories and principles; The professional direction of the staff is different; The evaluation criteria of work effect are different.

2. Principles, steps and forms of psychological counseling.

(1) Basic principles of psychological counseling

① Understand the supporting principle; (2) the principle of confidentiality; ③ The principle of listening patiently and asking carefully; (4) Principles of persuasion, comfort and encouragement; ⑤ Non-guiding principles to promote growth; ⑥ The principle of combining consultation, treatment and prevention.

(2) The basic steps of psychological counseling

① Establishing a relationship: warmly receive, explain the nature and principles, and establish a preliminary trust relationship; (2) Understand the problem: master the intention of the helper and the existing psychological problems; ③ Analysis and diagnosis; Understand the type, nature and severity of the problem of the helper, so as to choose the way to help; (4) Help and guidance: discuss countermeasures with those seeking help to solve problems and promote development; ⑤ End the consultation: discuss the next arrangement and follow up if possible.

(3) The main forms of psychological counseling

① Direct consultation and indirect consultation; ② Individual consultation and group consultation; ③ Interview consultation, letter consultation, telephone consultation and on-site consultation.

(C) Adolescent mental health education

1, gender role

(1) The development of teenagers' gender consciousness

(1) Explore and understand sexual knowledge and the opposite sex; ② Alienation and rejection of the opposite sex; ③ Attention and closeness to the opposite sex; ④ Pursuit and love for the opposite sex.

(2) Adolescent heterosexual communication education

① Correct understanding of teenagers' heterosexual communication; ② The principle of adolescent heterosexual communication: natural moderation; ③ The method of adolescent heterosexual communication: overcome shyness, be honest with each other and leave room.

2. Self-awareness

Teenagers' self-awareness education

(1) Fully understand yourself; 2 actively accept yourself; 3 strive to improve yourself.

3. Interpersonal relationships

Interpersonal communication education for teenagers

① Basic principles of interpersonal communication: mutual acceptance, social exchange, self-esteem maintenance and situation control; ② Establishment of interpersonal relationship: first impression, active communication and empathy; ③ Maintenance of interpersonal relationship: avoid arguments, be brave in admitting mistakes and learn to criticize.

4. Test anxiety

(1) The Harm of Test Anxiety

Reduce learning efficiency, affect test scores, and form anxious personality.

(2) Causes of test anxiety

Personal factors and environmental factors.

(3) Correction of test anxiety

Self-confidence training, system desensitization, relaxation training.

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