First, the teaching view of humanistic psychology
1. Emphasis on human factors and "student-centered". The basic purpose of school teaching is to encourage students to stimulate their high-level learning motivation with the help of teachers, fully develop their potential and positive self-concepts, values and attitude systems, enable learners to educate themselves, and finally cultivate people with complete personality.
2. Advocate meaningful learning and spontaneous experiential learning. Rogers often uses the term "meaningful learning" when describing the characteristics of his "student-centered" teaching philosophy. He believes that meaningful learning advocates flexible understanding of knowledge, rather than passive acceptance. In this kind of learning, students are required to choose their own learning materials in a considerable range; Arrange your own situation; Ask your own questions and determine your own learning process; He cares about the result of his choice. In addition, Rogers used "spontaneous experiential learning" to describe the type of learning he advocated. Its characteristics are: (1) It makes the whole person immersed in learning-physical, emotional and spiritual. (2) The direction of teaching comes from students. (3) It produces different students' behaviors and attitudes. (4) according to learners rather than.
3. Promote students to learn to learn and enhance their adaptability. Rogers believes that the focus of the teaching process is "learning to learn". In teaching, it is very important to help students acquire knowledge, information and personal growth, which will enable them to deal with the "real world" more constructively. This is something that teachers can't achieve by imparting knowledge.
Rogers advocates that the goal of education should be to promote change, reform and learning. Change is the basis of establishing educational goals, and the adaptation to this change depends on the learning process, not static knowledge. Therefore, students should be trained as "people who learn how to learn" and "people who learn how to adapt to changes", so as to become people who can adapt to social requirements and "give full play to their roles".
4. Promote students' self-evaluation. In the teaching process, Rogers opposes the external evaluation model and advocates students' self-evaluation. He believes that students are the center of the learning process, and only he can clearly know whether he has done his best to find out which aspects have failed and which aspects have far-reaching and fruitful effects. Self-evaluation plays a very important role in students' learning activities. The essence of this role is to make students responsible for their own learning, so that they can do so.
Second, the application of humanistic education theory in teaching practice
How to apply humanistic education theory in teaching practice, fully mobilize students' active participation and give full play to their subjective initiative? In my opinion, to embody humanistic spirit in classroom teaching requires teachers to find the right angle and play two roles around a center.
1. An angle. First of all, we should deeply understand the relevant principles of humanistic psychology, design teaching links according to students' psychological characteristics, hold high the banner of "humanism" in classroom teaching, and promote the harmonious development of individuals.
Humanistic psychology pays special attention to people's emotion, courage and self-confidence. Its main points are: the object of psychological research should be "healthy people"; Growth and development is an innate natural tendency of human beings, in which the full play and realization of self is one of the basic needs of human beings; People are not passively restricted by the environment, but are creative and active, making active choices about their own future; Human nature is nurtured by experience, unconsciousness and emotion, not determined by these factors. These basic theories are the starting point for us to realize humanistic education thought.
2. A center. American psychologist Rogers's "learner-centered" educational thought points out that "student-centered" education requires teachers to have such qualities: (1) the most basic and important attitude-sincerity and frankness; (2) The attitude of successfully promoting learning is to attach importance to learners and think that learners are valuable; Establish an empathetic learning atmosphere.
3. Two roles. Humanistic education thought holds that human self-realization is a dynamic and formative process, in which human potential is constantly brought into play. The main function of education is to create the best conditions for everyone, to reach the best state he can achieve, to help an individual find learning content and methods that are more harmonious with his true self, and to provide a good atmosphere for promoting learning and growth. Therefore, it is necessary to formulate adaptive courses. Training excellent teachers to be promoters rather than authorities is the most reliable carrier to achieve this educational goal. Based on the above understanding, teachers must play "two roles" in the classroom teaching process. First, as a promoter, Campos, a humanistic educator, thinks: "Teachers' task is not only regulation, tradition, template and order, but also the process of managing existence. This role requires teachers to be promoters, encouragers and helpers. "
Secondly, in classroom teaching, students who have no problems are not the natural result of learning, and teachers who do not take the initiative to let students contact materials are not teachers. Teachers should be good at asking questions according to students' psychological characteristics and knowledge level, play the role of questioners, guide students to explore, give full play to students' subjectivity in learning, and let students truly realize "self" and experience the happiness of learning. In this process, teachers should pay attention to the form of questions and try their best to satisfy students' excitement. We should pay attention to the gradient of the problem and reflect the personality difference of the teaching object; We should organize students to have democratic discussions. Answering questions should not pursue a thousand people, but must have biased answers, allow different answers and encourage creative answers.