Maslow's thought is based on the premise that human nature is good. Emphasizing the function of education, the purpose of education-the purpose of human beings and the purpose of humanism, in the final analysis, is the self-realization of human beings and the highest development that human beings can achieve, that is, helping people achieve the best state they can achieve. In Maslow's view, people have an innate potential, and it is the most basic requirement for people to exert their potential and surpass themselves. Environment has the function of promoting the realization of potential. However, not all environmental conditions are conducive to the realization of potential. Only in a harmonious atmosphere, in the relationship of sincerity, trust and understanding, can the potential get enough sunshine and water like plants. In order to make children grow up healthily, we should fully trust them and trust the natural process of growth, that is, don't interfere too much, encourage or force them to complete the expected design, let them grow up naturally, and help them grow up in a Taoist way, not in an authoritarian way.

Maslow regards perfecting human nature education as the basic content of humanistic education. Usually, people pursue the satisfaction of advanced needs after the low-level needs are met. The content of self-realization is to realize people's "intrinsic value", including truth, beauty, novelty, uniqueness, justice, strictness, simplicity, kindness, efficiency, love, honesty, simplicity, improvement, order, elegance, growth, cleanliness, tranquility and equality. If we can realize these values, we can get the greatest happiness and happiness in life. Maslow's thoughts on educational principles can be roughly summarized into five aspects:

1. Self-identity principle

Education should enable students to seek inner identity and reduce or eliminate inner contradictions and schizophrenia. And help students realize the unity of self and non-self, that is, the unity of individual, society and nature.

2. Heuristic principle

This principle is mainly to stimulate and cultivate students' creativity. We should not only cultivate students' rational control and logical thinking through knowledge education, but also stimulate students' non-intellectual factors through emotional communication, the formation of a beautiful personality and the full and free expression of self.

3. Principles of aesthetic education

Attach importance to art education such as music, dance and art.

4. Transcending the principle

Transcending self means transcending selfishness and egocentrism, thus achieving the state of no self. In addition, there is the transcendence of culture, so it is necessary to cultivate a person with critical spirit and examine the culture he was born with a detached and objective attitude.

5. Value principle

Education should give students a sense of value, explore and stimulate students' intrinsic value, and give the educated the meaning of survival.

6. Basic viewpoints of humanistic psychology

Humanistic psychology is a psychological trend of thought that rose in the United States in the 1950s and 1960s, and it is the third largest force after behaviorism and psychoanalysis. The main representative is Abraham? Abraham maslow and Carl? Carl rogers. His views on learning and teaching have profoundly influenced the worldwide educational reform, and it is one of the three major teaching movements in the 20th century, which are as famous as the program teaching movement and the discipline structure movement.

The theme of humanistic psychology research is human nature and its relationship with social life. They emphasize human dignity and value, oppose the barbarism and mechanization tendency of human nature in psychology, and advocate that psychology should study issues that are meaningful to personal and social progress; Methodologically, they oppose inferring human behavior from the results of animal experiments, and advocate overall analysis and case study of personality development. Both Maslow's theory of natural humanity and the hierarchy of needs for self-realization, and Rogers' educational view of "perfect man" based on respect, sincerity and acceptance, inspire us to re-examine children's nature and potential, needs and self-realization and the development of early educational activities from the perspective of human nature.