Maslow's motivation theory is put forward according to people's basic needs. All human behaviors are caused by needs, and the needs system includes five different levels of needs from low to high: physiological needs, security needs, belonging and love needs, respect needs and self-realization needs.

Maslow believes that the five needs are like a ladder, climbing up step by step. Under normal circumstances, when a low-level need is met, it will develop into a high-level need, such as "having enough to eat and wear warm clothes, you will know the honor and disgrace". However, this level of demand is not absolute, and sometimes people will seek high-level demand (such as self-realization demand) before the low-level demand is met.

Second, Ausubel's motivation theory

Ausubel, an American psychologist, puts forward that achievement motivation in school context includes three aspects: cognitive internal drive, self-improvement internal drive and subsidiary internal drive.

Cognitive internal drive and achievement motivation are the most important and stable parts, and most of them exist in the learning task itself. The so-called cognitive drive refers to students' desire to know, understand and master knowledge, as well as their tendency to state and solve problems. In short, it is the demand for knowledge. This is the most important motivation in meaning learning. It originates from students' curiosity tendency and psychological tendency to explore, operate, understand and cope with the environment.

Self-improvement and internal drive are the needs of winning a certain social status through self-efforts, being competent for a certain job and achieving some achievements. The difference between cognitive internal drive and cognitive internal drive lies in: the direction of cognitive internal drive is knowledge content itself, which is satisfied with acquiring knowledge and understanding things; The internal driving force of self-improvement points to a certain social status, which is the satisfaction of winning a certain status.

Accessory internal drive means that individuals need to study or work well in order to maintain the recognition or recognition of their elders or authorities. For students, the additional internal driving force is that students need to study hard and get good grades in order to win the recognition or recognition of their parents or teachers.

Third, yerkes-dodson law.

"yerkes-dodson Law" shows that insufficient or excessive motivation will affect learning efficiency.

(1) The optimal motivation level varies with the nature of the task.

In easier tasks, learning efficiency increases with the improvement of motivation; With the increase of task difficulty, the optimal incentive level has a decreasing trend.

(2) Generally speaking, the best level is moderate motivation.

(3) The relationship between motivation level and behavioral efficiency shows an inverted U-shaped curve.

Four. The Ebbinghaus Forgetting Curve

German psychologist H.Ebbinghaus found that forgetting begins immediately after learning, and the process of forgetting is uneven. The speed of forgetting was very fast at first, and then it gradually slowed down. He believes that "keeping and forgetting are the functions of time". He takes meaningless syllables (composed of several syllables, which can be read, but meaningless, that is, syllables that are not words) as memory materials, and uses the preservation method to calculate the number of times to keep and forget. According to his experimental results, he drew a curve to describe the forgetting process.

We can see the process of forgetting from the forgetting curve:

(1) Forgetting is to do it first and then do it. After memorizing the materials, the amount of materials retained in your mind decreases with the extension of time, especially in a short time after memorizing them, and most of them are forgotten;

(2) Forgetting imbalance. Keep the number gradually stable with the extension of time, and the speed of forgetting gradually slows down;

(3) The general trend is to forget quickly and much at first, and then forget slowly and little.

V. Piaget's Law of Children's Moral Development

Traditional moral education focuses on how to make children become a person who meets social requirements, while Piaget focuses on how children's morality develops and how children's moral judgment ability changes in the process of growth. He divided children's moral development into three stages: pre-morality, heteronomy and self-discipline.

In the pre-moral stage, children have just appeared the bud of moral behavior; In the heteronomy stage, children strictly abide by the rules and obey the authority; In the stage of self-discipline, children can use their own subjective judgment to regulate their behavior.

Piaget believes that in the stage of perceptual movement, children just come into contact with social life. At this time, we should pay more attention to the training to promote the development of children's movements, such as touching, pushing, pulling and grasping. In the early stage of operation, in order to promote the development of children's thinking, we should make more use of games, fairy tales and handmade works to help children form concepts such as numbers, space and time.

The development of pedagogy has gone through the following stages:

1, embryonic stage: The main feature is that pedagogy has not been separated from philosophy, politics and ethics, such as Confucius, Mencius, Xunzi and Zhu in ancient China, Plato, Aristotle and quintilian in ancient western countries. While expounding various social phenomena, they also expounded educational phenomena. They put forward their own philosophical and political views and some educational views.

2. The emergence of independent pedagogy: The main feature is that pedagogy has become an independent discipline in its primitive state.

The publication of Great Teaching Theory by Czech educator Henri News marks the beginning of the formation of pedagogy as an independent discipline.

3. The establishment of Marxist pedagogy: pedagogy is developing in a scientific direction as a whole and locally. Representatives are Makarenko, Krupskaya and Yang Xianjiang.

4. Development of modern educational theory: With the progress of society and the modernization of production and technology, pedagogy has been upgraded to modernization. Representative figures are Bruner, zankov and Wa? Genschein, Bloom, etc.

References:

Baidu encyclopedia-principles of education