First, intellectual factors. Intelligence, also known as intelligence, refers to the knowledge that a person may master and the ability to solve problems in life, work and study. Education can increase knowledge, but it can't improve intelligence entirely by education. Educated people are not necessarily smarter than uneducated people. Intelligence is manifested in calculation, understanding, analysis and synthesis, abstract generalization and creativity. Intelligence is developing, and people of different ages have different levels of intelligence. A person with normal brain development, as long as he lives in a social crowd and keeps normal contact with others, his normal intelligence level is similar to that of his peers. If a child who grows to 10 in the crowd can't count 100, a teenager who grew up in a city can't tell a car from a train, and a 20-year-old rural youth can't tell a cow from a horse, then their intelligence level is obviously low. Psychologists can judge people's intelligence level by testing with designed questions and homework.
French psychologist Binet.Alfred. Alfred believes that intelligence is an ability to judge, create and adapt to the environment; Zhu Zhixian, a psychologist in China, believes that intelligence is the cognitive feature of human personality, which includes three aspects: one is the individual's perception and memory ability, the other is the individual's ability to abstract and summarize, and the third is the ability to solve problems creatively.
After my observation, the conclusion is that there is no obvious difference in IQ between children over 7 years old who can enter primary school normally. However, children's intelligence is indeed divided into high and low levels, and the level of intelligence can indeed be reflected in learning. But children with high IQ can't achieve the expected excellent results. Then, there must be many other factors affecting their development.
Second, non-intellectual factors. The general consensus is that intellectual factors play a direct role in learning activities, but non-intellectual factors have a very close relationship with learning, so they are paid more and more attention by domestic educators.
So, what exactly is a non-intellectual factor? At present, there is no unified view on it. Some scholars have a broad understanding that non-intelligence factors refer to all psychological factors that affect learning except intelligence. From the perspective of improving learning effect, they think that if we can correctly separate and describe non-intelligence factors other than intelligence factors, it will help us learn successfully. Some scholars also understand non-intelligence factors from a narrow perspective. They define the scope of non-intelligence factors as five basic psychological factors that affect children's learning: motivation, interest, emotion, will and personality. In addition, in the field of educational practice, there are scholars who decompose those narrow non-intellectual factors into more specific factors for research. Such as achievement motivation, curiosity, enthusiasm for learning, self-confidence, self-esteem, competitiveness and so on.
Third, the role of environmental factors. As mentioned above, individual development has its internal reasons, especially for children. Similarly, the environmental impact can not be ignored. Moreover, children's development is the result of the interaction between environmental conditions and internal factors. Different environments have different effects on children's development, and children's development is the result of various environmental factors.
1, family The influence of family on children's psychological development runs through life, but it is especially obvious in the initial stage of life. Children usually have six years to be raised at home before entering primary school. In this period, the first thing is to promote children's physical growth; Second, promote children's social interaction; The third is to promote children's cognitive development. This kind of family education will cause various individual differences even among healthy children with normal genetic and fetal environment:
(1) Different families have differences in social and economic status, and this difference will be reflected before the children reach adulthood.
(2) Different families have different choices and recognition of social traditions and new styles, and different people in the family also have different comparison of parenting ability, which makes children differ in realizing the initial socialized parenting.
(3) In different families, there are differences in the knowledge level and types of the main educators who promote children's cognitive development, which also causes differences in children's cognitive development.
The above three aspects of family environment influence can also interact with each other to form different combinations and even strange variants. So what role does family education play in children's development? We can look at it this way: it not only widens the differences between children, but also narrows them. However, compared with the influence of fetal environment, family environment affects children to form more diverse individual differences in knowledge, ability, talent, behavior and mental outlook.
In the early life of children, all kinds of psychological characteristics and plasticity are the strongest, and all kinds of influences are also the easiest to be branded. Family is the main place for their early life. Therefore, the early education of their parents or other family members directly restricts the speed and degree of their psychological development to a great extent, and creates different "pre-historical" conditions for their personal development. The story of Madame Curie's godson, the growth process of students in the juvenile class of the University of Science and Technology of China, and the fact of wolf children in India all irrefutably show that a good and reasonable early education is the basic premise for the normal and healthy development of children's psychology and a solid foundation for their all-round development.
In my research object, I selected four children A, B, C and D for comparison. A is (smart but parents value family education), B is (naughty but parents value family education), C is (poor self-control but parents value family education), and D is (smart but parents don't value family education). The results show that both A and D accept new knowledge quickly in class, but because A is better consolidated at home, they learn better and get excellent grades. Although B and C are slow to accept in class, their grades are relatively stable under the guidance of their parents. On the contrary, D's grades are very unstable.
As can be seen from the above, parents' different educational concepts directly affect their children's learning situation and play a decisive role in their future development. After studying the relevant literature, Lucy pointed out that the following four special parenting styles play a great role in children's development. Explain the regulations and restrictions, that is, why they are done, and allow children to participate; (b) To express expectations of children when carrying out prescribed activities, and to use rewards and punishments appropriately; Provide rich stimulating materials at home so that children can actively and freely participate in activities; (d) Parents and children participate in related activities together and give practical guidance and help in the activities.
2. school. With the growth of children's age, children enter school for systematic knowledge learning. At this time, the development of school education for children mainly comes from the environment and atmosphere of teachers, peers and schools.
Teachers' teaching style, their own characteristics and expectations will have an impact on school education. According to his management theory and the characteristics of teachers in school situations, Li Pitt and others divided teachers into four different types: tough autocratic type, benevolent autocratic type, laissez-faire type and democratic type, and pointed out that democratic teachers are more conducive to children's development, while benevolent autocratic teachers are easy to form the habit of students' dependence, which is not conducive to students' development and should be resolutely abandoned.
Through observation, we can find that teachers with democratic teaching attitude, respecting students' opinions, allowing bold thinking, encouraging students to ask questions and paying attention to teaching students in accordance with their aptitude can cultivate more creative students, and their development potential is greatly improved. This "democracy" gives students full freedom of experience and expression, frees their thinking from the shackles of various established "standards" and gives them confidence and courage to explore. So it is good for children's development. Teachers' expectations will affect children's self-expectations, and then affect children's development. Rosenthal discovered "pygmalion effect" in his research, that is, teachers' expectations will affect students' development. On the basis of fully realizing that every student has potential, teachers realize that students' quality will be expressed in different forms in different aspects, which will play a positive role in promoting students' development.
Peer relationship in school is also one of the important factors affecting children's development. Good peer interaction can make children learn from each other and form an atmosphere of mutual competition, mutual encouragement and common progress. If this group is a small group with positive innovation, this convergence may promote the development of children; However, if it is a small group that "does not study or passively protects", it is very easy to curb the development of children.
Now let's compare the influence of school education and family education under the Compulsory Education Law and see the difference between them:
(1) The influence of school education is relatively common, which can be manifested in the following aspects:
In order to meet the needs of the development of social productive forces, schools generally educate children and adolescents to have minimum knowledge and skills; (2) In order to maintain the independence, history and culture of the country and the nation, schools generally attach importance to the ideological education of values for children, which has formed a unique tradition in school education in China and should be continued; Today's schools in our country generally attach importance to the education of spiritual civilization for children. Spiritual civilization belongs to the common wealth of all mankind and aims to promote world peace. In the above three aspects, compared with family education, the popularity of school education has played a role in narrowing individual differences.
(2) Through compulsory education, schools help most families who can't afford their children's education to educate their next generation, which improves the basic education level of the whole society and narrows individual differences.
(3) The school meets the needs of students with different interests through various professional teachers and equipment, thus creating more colorful individual differences at a new level and realizing fair education relative to children's individual interests. Schools can do this very systematically, from "interest classes" set up on campus to off-campus counseling institutions at all levels in the campus, and even send children to more professional institutions for preparatory training, so that children with different talents and potentials can be more fully developed.
3. The role of social and environmental factors. Generally speaking, education is always carried out in a certain social environment. On the one hand, social environment can directly provide a place for children to grow up, on the other hand, it can provide a social and cultural foundation for family and school education. People live in human society and have never been isolated individuals. As social people, it is impossible for children to be unaffected by various social factors. All the psychological qualities and structures of children are gradually formed in this social environment.