(1) view of purpose.
Humanistic educational thought emphasizes that the purpose of education is to promote the development of human personality and cultivate people with personality.
(2) Curriculum view.
Humanistic education shifts the focus of the course from teaching materials to individuals.
(3) the concept of teachers and students.
Teachers are only promoters, encouragers and helpers of students' learning, and students are the center of education.
(4) Teaching philosophy.
Humanistic education emphasizes student-centered teaching, and holds that schools should focus on learners, strive to meet students' various needs, give full play to students' various potentials, and enable them to study happily and creatively, thus cultivating mentally healthy people.
Humanism characteristics
1. Cultivate the personality characteristics of "self-realization"
2. The development of western humanistic education tradition.
3. The course content has changed from subject center to individual.
4. Free psychological atmosphere
5. It is manifested in all aspects of education.
Representative figure
Maslow (name)
Hierarchical demand theory
The basic view is that people always have needs (or needs), and needs are hierarchical. When people's low-level needs are met, high-level needs will automatically arise.
When all the low-level needs are met, people will pursue the highest-level needs: self-reality.
The "peak experience" when realizing self-realization: a feeling from the depths of the soul, like an electric shock, a state of mind beyond words, extremely happy, infinitely satisfied and ecstatic.
It is the true meaning of life and the ultimate pursuit of life: once a person reaches the "peak experience"
He became a free man, a pure man, a man who broke away from low tastes, thus liberating human nature.
According to Maslow, education should first meet students' low-level needs, and finally guide students to reach "peak experience". The former is practical and the latter is idealistic.
1. Cultivate "self-fulfilling" people
He believes that the purpose of humanistic education is people's "self-realization", that is, to form a perfect human nature and reach the realm that people can reach. He believes that human nature is good, at least neutral. This trend of "self-realization" refers to the continuous realization of the individual's potential in the process of development, and also refers to the individual's search for self-identity and uniqueness that best suits his own nature, and takes it as the altar of his lifelong dedication.
2. On creative education
He believes that "self-realized creativity first emphasizes individuality, not achievement". Therefore, the focus of creative education should be on "the transformation of humanity and personality and the all-round development of the whole person", on the cultivation of ability and on the creative personality and attitude. It can be divided into three types: primary, secondary and comprehensive.
He emphasized that "this kind of creativity and mental health are interrelated and changeable", which can promote the general improvement of the whole. The ultimate goal of creative education is to cultivate a new person, which is characterized by not being afraid of change, loving new things and enjoying the fun of new things and changes.
3. On the humanistic value of science education
He expounded the humanistic value of science education from two aspects: "the need for knowledge within human nature" and "the humanistic significance within science". He believes that the rationality and instinctive impulse of mentally healthy people are coordinated, and the heart and brain, rationality and instinct, cognition and conation are not mutually exclusive. Moreover, the demand for knowledge belongs to the advanced needs of people. The pursuit and satisfaction of this need not only has certain social value, but also has good subjective effect, bringing people a feeling of happiness, tranquility and richness, so it has more growth value. At the same time, Maslow believes that it is impossible to have knowledge of purely objective facts. If the subjective factors such as emotion and attitude are obliterated, and the living knowledge is turned into a rigid thing and eaten only alive, it will inevitably lead to the internal division of the whole person in the process of knowledge learning.
4. On aesthetic education
He believes that people's aesthetic needs are an important factor to promote human health, and the peak experience of aesthetic feeling is a highly sensitive experience of beauty, which is of great value to cultivating self-realized people. According to Maslow, children often have more sensory experiences, such as color, rhythm and sound. , or more surprises, awe, concentration and other characteristics; And what can stimulate students' aesthetic peak experience can be found in all disciplines of the school. Therefore, he stressed that aesthetic education should be infiltrated into all disciplines of the school.
Rogers
1. puts forward the learning view of meaningful learning. Rogers divided learning into two categories, one is meaningless syllable learning and the other is meaningful learning.
2. Human beings are born with learning potential, and education should focus on learners and give full play to their potential ability.
3. Provide learning resources and create a good learning atmosphere.
4. Construct real problem situations, advocate learning by doing, and encourage students to explore freely.
5. Emphasize students' dominant position in the learning process, and teachers are the promoters of students' learning.
6. Emphasize that the learning process is not only a process of acquiring knowledge, but also a process of cultivating learning methods and improving personality.