In fact, people have different views on the role and influence of genetic factors in human development. For example, psychologist Thorndike said, "80% of human wisdom depends on genes, 17% on training, and 3% on accidental factors." Some scholars put forward: "One or two heritages are worth a ton of education." This is the view of genetic determinism.
The viewpoint given in our textbook is obviously against genetic determinism. The reason is:
First, heredity only provides the necessary biological premise and potential possibility for human development.
It is easy to understand that heredity provides the necessary biological premise for human development. It is said that heredity can only provide potential possibilities for human development.
Second, human inheritance has great development potential.
The decoding of genetic genes may be more valuable and direct in medicine. At present, it is impossible to decode the genetic factors related to human ability and intelligence through DNA, but people clearly see the influence of genes on human personality, IQ and skills. Human development is greatly influenced by heredity. Excellent talents are basically born.
Third, the degree of human physiological maturity restricts the process and stage of human development.
The so-called physiological maturity refers to the general degree of physiological function and structural changes restricted by genetic quality in the general age stage. People at different ages have different degrees of physiological development. This degree of physiological development determines the process and stage of human physical and mental development. People's physical and mental development is a gradually mature process, a constantly changing process, and a process from slow quantitative change to qualitative change. Due to the appearance of new quality, the development of human beings has jumped from the previous stage to another new stage, and to some extent, it is restricted by the level of genetic and physiological maturity. At the same age, children's physical and mental development not only has common performance, but also may be different from each other. These differences are the early development or delayed performance caused by different physical maturity among individuals. Many extraordinary children show precocity or precocity that ordinary children do not have, while others may have many behaviors that are not commensurate with their age. These are concrete manifestations of different degrees of physical maturity.
Fourth, genetic differences have a certain impact on human development.
Scientific research shows that there are individual differences in human genetic quality. Even identical twins have different structures and functions. In fact, people's intelligence level, talent and specialty are all affected by genetic quality to some extent. Due to the differences in genetic quality, the differences between different nationalities, races and genders are usually not compensated by simple acquired efforts, but can be realized through the slow evolution of heredity.
Fifth, the influence of heredity on human development is related to whether it is normal or not.
The probability of human inheritance is 3% ~ 5% abnormal, which is what we call "supernormal". There are two kinds of "supernormal": below normal and above normal. The view in the textbook is that if it is abnormal, the influence of heredity on people is decisive, but it does not play a decisive role under normal circumstances.
The purpose of introducing acorn theory here is to show that we don't know much about people and many things are difficult to explain. Acorn theory tries to decipher the brain. Obviously, his theory explains something, but there are also some unconvincing things. I still believe that the analysis of human development factors should be carried out on an individual basis, rather than dogmatically applied according to existing theories. Everyone is an independent and complete world, so we must be able to analyze it in detail in education, and we must never ignore the personality characteristics of individuals. In education, we often forget that people are natural people, forget the genetic differences between people, overemphasize the role of education in transforming people, lack guiding views, and focus more on behaviorism. Shape people according to the requirements of society, not guide and develop people's unique personality according to their potential.
Sixth, the influence of heredity on people has different functions in different stages of human development.
According to the theory of Ruglja, a psychologist in the former Soviet Union, by the middle school age, people's complex physiological activities were almost unaffected by heredity. There are two reasons: first, development, as a process from potential to reality, keeps pace with the times, and the potential has become a reality or has missed the process of becoming a reality, so the role of potential factors has weakened. Second, with the development of individuals, the factors affecting individual development gradually increase and strengthen, people's psychological development tends to be advanced and complex, and the role of heredity is relatively weakened. To this point of view. You can question it. Potential factors are innate and will not disappear because they are not developed the day after tomorrow. Second, it can only prove that the acquired influence is not in line with human nature. It cannot be said that the role of heredity has weakened, but that the genetic influencing factors have been suppressed.
In a word, genetic quality provides the possibility for people's physical and mental development, and environment and education stipulate the reality of people's physical and mental development. Genetic quality provides the necessary biological premise for people's physical and mental development. However, whether the possibility of human development provided by heredity can become a reality depends on the acquired environment and education. From genetic quality to intellectual ability, it has experienced a complicated development process. The necessary genetic quality cannot fundamentally determine a person's development. The difference in genetic quality does not determine the size of a person's acquired achievements. A child with poor genetic quality may not be idle all his life. Under realistic conditions, different conditions, education levels or education majors, to a great extent, as a realistic driving mechanism, have produced different realistic people: illiterate, engineers and artists, and directly led to various differences in their physical and mental development level, nature and field. Second, the impact of environmental factors on human development
Environment generally refers to all external factors that directly or indirectly affect the formation and development of individuals. These external factors mainly include natural environment and social environment.
What role do natural environment and social environment play in human development?
The natural environment is the material basis for human survival and development, and provides necessary energy for the development of human physiology and its functions. Under the condition of fixed productivity level, the natural environment determines people's lifestyle and quality of life to a certain extent, and then affects people's development level. In the past, we neglected the influence of natural environment on people's physical and mental development. In fact, the natural environment has a great influence on people's interest, temperament and personality. We know that southerners and northerners have very different personalities. Obviously it is the influence of the natural environment. There are also many literati in Jiangnan, and talented people come forth in large numbers, which is also related to the beautiful scenery in Jiangnan.
However, it is not the natural environment that plays a decisive role in human development. The influence of natural environment on people's physical and mental development can only be basic. Among environmental factors, social environment plays a key role.
Social environment refers to the sum of material culture, spiritual culture and social relations created and accumulated by human beings on the basis of natural environment, such as national culture, mode of production, lifestyle, community institutions, family and friends, scientific education, public places, social atmosphere, popular ideas and social system.
What influence does the social environment have on human development?
First, the mode of social material production restricts the degree and scope of human development.
Second, social relations affect the direction and nature of human development.
Third, the spiritual culture of society affects the physical and mental development of individuals. We have experienced the differences of people's ideas and consciousness under the two different social concepts of planned economy and market economy. Under the condition of market economy, people's social consciousness is different in different periods. The sense of competition was once a magic weapon, but now it is being replaced by the sense of cooperation. The concept of "survival of the fittest", which used to be a law, is now being replaced by the ecological consciousness and humanitarian spirit of "learning to live together". The spirit of the times determines people's ideas and consciousness.
Fourth, different social environments may also cause great differences in individual development.
Different living, cultural and educational conditions may lead to different levels of physical and mental development of the younger generation. Even if individuals with excellent intelligence are in an environment with difficult life and low education level, they may be buried because of the lack of necessary development conditions and opportunities.
Fifth, the influence of environment on people is spontaneous and accidental.
Environmental factors are not as planned, purposeful and organized as school education. In the communication with all kinds of people, in all kinds of social activities, it has an influence on people. There are both positive and negative factors. Both positive and negative factors have great influence. The influence of the environment on people is subtle.
Although the influence of environment on people is frequent and extensive, it is spontaneous, scattered and accidental in most cases. This spontaneous environmental factor has no established goal, and it cannot continuously and systematically affect people's development in a certain direction.
Although the environment has a great influence on human development. However, people do not passively and passively accept the influence of the environment. People have subjective initiative. People can not only know the world, but also transform it, so as to better adapt to the outside world.
The view that the environment determines human development is wrong, which exaggerates the role of the environment unilaterally. Third, the role of education in human development.
Education is a special social environment, which plays a leading role in human development. Specific performance in:
First, the school has a clear purpose and direction, and is committed to training people.
Second, school education is planned and systematic.
Third, school education is highly organized.
Fourthly, education can control and utilize the spontaneous influence of various environmental factors on people.
Fifth, education can give full play to individual genetic advantages and make up for genetic defects.
It should be said that education plays a leading role in people's development, but it can only be said with certainty if certain conditions are attached. Because education is a double-edged sword. It may become a boost to people's development, or it may become a resistance to people's development. Four, education to play a leading role, we must meet some conditions.
These conditions are:
First, from the point of view of the educated, the educated must have educatability and the subjective initiative of the educated.
People's educationability means that people have the natural quality and potential ability to receive education. Generally speaking, people are educatable and have educatability. However, for a specific individual, in some ways, not all education can be accepted. You may not be talented in some ways. Education cannot be useful for educating an uneducated person.
No matter how good the education is, if the educated don't accept it, they can't play their due role. This means that the educated must have the subjective initiative of the educated, that is, people's needs for education, provided that they are educatable. If the educated are unwilling to receive education and refuse to accept the educational influence exerted, education will not play its due role.
At present, the education provided by our school is too single and pays too much attention to a few people. For most students, education is unattractive, and sometimes they just experience failure and pain from education. So students are very tired of learning, not only in China, but also in Japan. School education can't arouse students' enthusiasm, which is a big reason that affects the educational effect.
Second, from the influence conditions of education itself, education must be of high quality.
Low-quality and bad education has a negative influence on people, not a positive one, so it is not what we call education.
The quality of education determines whether education can play a leading role. Third, the family environment
Many times, schools can't completely control students, and families have a great influence on children. Both spirit and matter have great influence on students' development. Family changes may directly lead to students dropping out of school. Of course, a good family environment also has a great influence on students' education. Many times, children's talents are not developed because the family can't give them timely development. Family environment has great influence on people's development. A person's character is actually more formed in the family. There are genetic elements, but more is the subtle influence of family members in the family. The brand of the family is very obvious.
Fourth, social development.
When talking about the relationship between education and social development, we have already talked about the restrictive role of society in education. Any education is social education, and its own development is first restricted by society. Therefore, the leading role of education depends on the development of society. Under the social conditions of low productivity, people don't attach importance to education, and there is no need for education, so education can't play a leading role.
In a word, the factors that affect people are complex, and the existing theories cannot be understood and applied simply and dogmatically. In particular, it should be analyzed according to the specific situation.
We can't forget human nature, and we can't unilaterally emphasize human nature, social attributes or spiritual attributes. Education, as a humanistic undertaking, needs to pay special attention to individual personality differences and everyone under the current situation in China. In school education, the attention to individual life is highlighted, and the classroom is full of vitality. When we adopt this educational value orientation, we will not overemphasize the transformation function of school education and the shaping function according to sociality when treating each individual. Education should be to explore and guide the inherent potential of each unique life.
Five, the analysis of the factors of underachievers' development.
In front of us, we analyze the factors that affect people's development in a universal and general sense. Next, let's talk about the factors that affect students' development and how they work.
Let's pay attention to the underachievers. A teacher put it this way: You are welcome to say that without the attention and research on "underachievers", "quality education" is not only false, but also hypocritical. There is a simple reason. The first essence of quality education is to face all students. For most schools, "facing the whole" is bound to face a large number of "underachievers". Even if a few "underachievers" are not within our concern, the "quality education" we advertised is not quality education in the scientific sense. Therefore, we should pay more attention to them.
So, here it is. Let's analyze the factors that make them "underachievers".
The experienced teacher believes that the main reasons for the emergence of "underachievers" are:
(1) Family reasons
1. Improper educational methods
2. Parents' misconduct
3. Family divorce
(B) School reasons
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2. Teaching mistakes
3. Repeated attempts failed (3) Personal reasons
1. Make friends in the street
2. Physical state
3. Mental state
Teachers believe that among families, schools and individuals, the reasons from families and schools are the main factors, and the most important reason is family. However, as an educator, when studying the problem of "underachievers", we must focus on schools.
The formation conditions of underachievers given by this teacher are analyzed by the factor analysis method we used before, and we can see that there are genetic factors that affect an underachiever: intellectual status and physical condition. Some students fall behind in their studies because of their slow response and poor acceptance. Some students are disabled or weak in some aspects of their bodies, which leads to poor grades. Of course, some physical problems are caused by congenital inheritance, and some are acquired. There are many examples of students falling behind in their studies because of their genetic and physiological qualities. It can be seen that genetic quality and physiological quality are prerequisites for human development and provide possibilities for human development.
There are also environmental factors that affect underachievers: family reasons, that is, the influence of the environment on students. The teacher thinks this reason is the main and leading factor. Students come to school with their own lives, and the influence of family and society on them still plays a role in school. Under the condition of market economy, the pace of social life is accelerating, which makes many parents exhausted. I have a successful career and economic conditions, but my mental deficiency is hard to make up. This kind of family life is now reflected in many TV plays.
Besides family reasons, improper school education is also a very important reason. In the investigation of "underachievers", teachers found that a considerable number of students said that they had been neglected, abused or even corporal punishment by teachers since primary school. This kind of discrimination is not necessarily the teacher's conscious behavior, but the consequence is that these students lose confidence and self-esteem. More seriously, they have sown the seeds of hostility to teachers and even education. In addition, in education, the functions of knowledge-based and examination screening and selection are over-developed, which makes these students fail and lag behind. In the failure, the sense of inferiority increased, and the teacher failed to comfort his mind and help him study in time. School education emphasizes single book knowledge, which makes many students become "poor students". So many underachievers are made by school education. In order to make education play a leading and positive role, one of the solutions is not to take the book knowledge test as the only standard and make one-sided evaluation.
There are many factors that affect people's development, and the direction and intensity of these factors are very complicated, so it is difficult to distinguish them. But as an educator, we should firmly believe that education plays a leading role in human development.
Suhomlinski said: I have worked with children, teenagers and young people in school for decades, which has given me a profound belief that human talents, possibilities, abilities and hobbies are indeed infinite, and everyone's performance in this respect is unique. There is no such person in nature, and we have the right to say that he is a man who knows nothing. He said that the wisdom and humanistic spirit of education lies in finding a unique source of creative labor in everyone, helping everyone and letting everyone open their eyes to see themselves, so as to become a person with strong spirit and an invincible person who safeguards his dignity.