The humanistic psychotherapy system he founded is second only to Freud's psychoanalysis in popularity.

"Rogers believes that human nature is good and people are born with the potential for self-realization. If it weren't for the obstacles of the environment, which inhibited personal growth, each of us, like acorns, longed for growth and achievement. Rogers believes that an environment that promotes growth must have three conditions-sincerity, acceptance and empathy. "

By sincerity, Rogers means to throw away the mask people use to disguise themselves, express their true feelings, show themselves sincerely and have a transparent heart.

Rogers said to accept, is to give each other "unconditional positive attention":

"This is a kind attitude, an attitude that cherishes us even if we know our shortcomings. This is a kind of relief and relief when we shed our disguise, truly show our worst feelings and find ourselves still accepted. We hope to experience this satisfaction without any explanation in a happy marriage, harmonious family life and close friendship. In such a good relationship, we are free and independent without worrying about losing the respect of others. "

What Rogers said about empathy is to share and reflect our true feelings and express what we really want to explain. "We seldom really listen to others with understanding and sympathy," Rogers said, "and this unique listening is one of the most important forces I know that can make others change." Because, "when people are accepted and rewarded, they will treat themselves with more care." When people are listened to empathically, "they are more likely to listen to their inner feelings."

In Rogers' view, sincerity, acceptance and empathy can really make people grow. He believes that the most important contribution of therapists (psychologists) lies in "accepting and understanding visitors (patients)". But these three principles are not limited to the doctor-patient relationship, but also the basic principles of harmonious coexistence between people. Therefore, "if you want to listen to the feelings of relatives and friends more actively, the following three tips may help you." (Remember, it's not easy to do this):

Interpretation. Summarize the speaker's meaning in your own words, so as to verify whether your understanding is correct.

Ask the other party to explain more. For example,' what is the example of that thing you said?' This can encourage the speaker to speak more information.

Express your feelings. For example,' it sounds depressing' can accurately reflect your feelings about the speaker's body language and emotional intensity. "

Facts have proved that "those who feel love and support will be more open and tolerant to people who are different from themselves." On the contrary, those who feel unloved and unsupported will reject and criticize people who are different from themselves, and even form anti-social personality.

Some psychologists have said that children's psychology is like wet cement. What falls on it will form an eternal mark. If parents can adjust their way of getting along with their children with the Rogers Three Principles, the future society will be better!

-

On the humanistic quality of Chinese teachers in primary schools

The New Curriculum Standard for Primary School Chinese (20 1 1 Edition) puts forward that the primary school Chinese curriculum is a subject of "unity of instrumentality and humanity", and the core goal of the Chinese curriculum is to improve the comprehensive Chinese literacy of primary school students. As the implementer and leader of Chinese teaching, the humanistic quality level of Chinese teachers is related to the realization of Chinese teaching objectives in primary schools and the effect of the development of humanistic quality of primary school students. Therefore, this paper takes the humanistic quality of primary school Chinese teachers as the research theme, and combines the reality of primary school Chinese teaching and professional development of primary school Chinese teachers to study the connotation, characteristics and development strategies of humanistic quality of primary school Chinese teachers. Through this study, I hope to provide a useful reference for the overall improvement of primary school Chinese teachers' humanistic quality.

Keywords: primary school; Chinese teacher; Humanistic quality; trait

1? introduce

In the process of primary school Chinese teachers' professional growth and development, teachers' humanistic quality is the general name of Chinese knowledge, comprehensive knowledge and teaching ability that teachers need in Chinese teaching practice. As the leader of Chinese teaching activities in primary schools, Chinese teachers need their wisdom and ability to improve the overall effect of Chinese teaching in the process of Chinese teaching in primary schools, such as the formulation of Chinese teaching objectives, the organization and implementation of teaching, the integration and optimization of teaching content, the stimulation of learning interest and the development of learning evaluation. Instrumentality and humanism are the characteristics of Chinese curriculum in primary schools. Cultivating students' knowledge application ability and comprehensive Chinese literacy through Chinese teaching is the basic way to realize the reform of Chinese curriculum in primary schools. Therefore, in order to improve the effect of primary school Chinese teaching, it is necessary for primary school Chinese teachers to improve their humanistic quality and promote the continuous improvement of primary school Chinese teaching.

2 the composition of the humanistic quality of Chinese teachers in primary schools

2. 1? Moral quality cultivation of Chinese teachers in primary schools

Excellent moral quality, as one of the qualities that Chinese teachers must possess, can set an excellent learning example for primary school students. As the disseminators of human civilization and social spiritual civilization, teachers play an important leading role in the healthy development of primary school students' body and mind. Therefore, a primary school Chinese teacher with excellent moral quality needs to have patriotic beliefs and self-improvement learning spirit. In education and teaching, we can cultivate talents from the perspectives of the state and society, schools and families, and from both society and families. On the basis of actively responding to the national education policy, according to the needs of curriculum reform and students' development, we will carry out and implement Chinese teaching practice in primary schools. Only when Chinese teachers in primary schools have good moral quality can they make greater contributions to the country and society.

2.2? Professional knowledge accomplishment of Chinese teachers in primary schools

The professional quality of Chinese teachers in primary schools is the basic ability to carry out education and teaching. In order to better improve the quality of Chinese teaching, Chinese teachers in primary schools need to constantly increase their study of Chinese professional knowledge, curriculum standards and comprehensive subject knowledge. On the basis of studying textbooks carefully and being familiar with Chinese textbooks, we can master the Chinese learning characteristics of different students, and promote the continuous improvement of students' Chinese learning effect through scientific preparation and evaluation. At the same time, in the teaching process, we should constantly improve the level of basic teaching skills through self-study and training. Only in the process of continuous hard study can we better control Chinese classroom teaching, gain more educational wisdom and methods, and better utilize and optimize the content of Chinese subject in primary schools. On the basis of spreading China's excellent literary knowledge, let more students cultivate their interest and intimacy in learning Chinese language and literature from an early age.

2.3? Educational professional accomplishment of Chinese teachers in primary schools

The knowledge literacy of pedagogy and psychology is also one of the qualities that an excellent Chinese teacher should have. As the inheritor and disseminator of culture, Chinese teachers in primary schools play a leading role in the process of primary school students learning Chinese. Therefore, this requires teachers to have rich professional knowledge of Chinese on the one hand and excellent professional knowledge of pedagogy and psychology on the other. This is because in the process of Chinese teaching in primary schools, teachers are faced with different students with different personalities, and the differences in intelligence, psychology and personality of primary school students require teachers to use effective educational psychology methods to guide the rapid growth and progress of primary school students. Only when teachers have excellent knowledge of educational psychology can they calmly deal with the problems in the classroom and teaching, and promote the continuous improvement of Chinese teaching in primary schools with more ingenious educational methods.

2.4? Humanistic care accomplishment of Chinese teachers in primary schools

As engineers of human soul, teachers should not only have excellent moral quality, professional Chinese knowledge and good application ability of educational psychology, but also have rich humanistic care spirit in the teaching process. In the process of Chinese curriculum reform in primary schools, we should pay attention to the realization of three goals: knowledge accumulation and ability development, learning process and teaching methods, learning attitude and values. These three different latitudes have effectively led the development space of Chinese teaching in primary schools, that is, in the process of promoting the accumulation of students' Chinese knowledge, the humanistic spirit and attitude of primary school students have been continuously developed and cultivated. In the process of primary school Chinese classroom teaching, teachers should fully create a democratic atmosphere conducive to primary school students' Chinese learning, and give students more humanistic care and encouragement on the basis of respecting students' differences, so as to cultivate the excellent quality of primary school students' innovation, openness and cooperation.

3? Characteristics of humanistic accomplishment of Chinese teachers in primary schools

3. 1? Humanistic accomplishment and morality

Morality of humanistic quality is one of the characteristics of humanistic quality of Chinese teachers in primary schools. On the basis of socialist core values, we should actively cultivate primary school students' initiative, sense of honor and sense of responsibility through self-cultivation. In the process of Chinese teaching in primary schools, by optimizing teaching materials, students' personality of seeking truth and kindness is cultivated. As a disseminator of cultural knowledge, Chinese teachers need to constantly improve their moral cultivation, sublimate their personality realm, and provide an example for Chinese to shape the hearts of primary school students.

3.2 Democracy of humanistic quality?

Rogers, a famous educator, pointed out that a democratic, inclusive and caring teacher-student relationship can give students more sense of security and help them develop innovation and creativity. In the process of Chinese classroom teaching in primary schools, democracy, as an educational theme, is manifested in teachers' understanding, care and tolerance for students. An excellent classroom must be democratic and open, and a democratic classroom is a learning environment full of humanistic atmosphere. In the teaching process, teachers should create a democratic environment and atmosphere suitable for primary school students' Chinese learning on the basis of maintaining their own dignity, and stimulate the good habit of active learning on the basis of protecting primary school students' self-esteem.

3.3? Autonomy of humanistic quality

In the process of classroom teaching of Chinese teachers in primary schools, we should constantly go beyond the limitations according to our own advantages and foundations, and reach the state of self-realization according to the needs of our own development and education and teaching, so as to become an independent and innovative teacher who can take the initiative to develop. The innovation and independence of teachers' thoughts and teaching behaviors have a subtle influence on the development of primary school students. When reading textbooks, teachers should not just copy others' words, but gain more personalized teaching advantages through their own understanding and thinking.

4? Methods to improve the humanistic quality of Chinese teachers in primary schools

4. 1? Chinese teachers in primary schools should constantly improve their professional ethics.

Excellent professional ethics is one of the qualities that primary school Chinese teachers must possess. First of all, we should love education. Education is a national undertaking, which is related to the development of the country, society, family and individuals, and is the main position for cultivating innovative talents. Therefore, as a teacher, we should love education. Secondly, teachers should love every student. Only by melting students' hearts with love can students experience more growth and happiness in the process of learning. Thirdly, teachers should set a good example for students from the aspects of moral quality, willpower, attitude towards life and values, so as to enhance the effect of education and personnel training in a subtle way.

4.2? Chinese teachers in primary schools should constantly improve their ability of self-study and innovation.

In the process of Chinese teaching in primary schools, teachers can better guide educational practice only if they have profound theoretical foundation. For example, the theory of literary knowledge is one of the qualities of Chinese teachers in primary schools, and the teaching of literary works without theoretical guidance is pale and even counterproductive. Therefore, in the teaching process, Chinese teachers in primary schools should increase their study and mastery of literary theories and literary works styles, and innovate the use of Chinese textbooks and texts in primary schools on the basis of constantly learning cutting-edge literary knowledge and works, so as to promote the continuous improvement of Chinese classroom teaching level and self-development level in primary schools.

4.3? Comprehensively improve their own literary creation and appreciation ability.

In the process of Chinese teaching in primary schools, composition teaching is one of the main contents, and composition is a creative learning process. In order to better improve the effect of Chinese composition teaching in primary schools, teachers need to improve their literary creation ability first. On this basis, guiding primary school students to write a composition can stimulate the learning crowd of primary school students in the process of writing with students, and play a good role in demonstrating and inspiring the improvement of primary school students' interest in writing. At the same time, teachers should constantly improve their literary appreciation ability, because a teacher who knows how to appreciate is a teacher with good guiding ability. Practice has proved that Chinese teachers' literary appreciation ability has an important influence on the effect of composition teaching. Therefore, Chinese teachers in primary schools should constantly improve their literary appreciation ability through literature reading and peer interaction.

4.4? Chinese teachers in primary schools should constantly improve the ability of text mining and textbook remodeling.

Chinese, as a highly instrumental and literary subject, influences the development of primary school students' ideological and moral character and will quality in the process of subtle education. For example, the article "Peng and His Big Black Mule" taught the moral education quality of that era to primary school students through the glorious deeds of revolutionary martyrs. In the teaching process, only on the basis of constantly improving their moral quality and self-cultivation, can teachers better transform these contents in the teaching materials into "chicken soup for spiritual development" for students. Therefore, we should care about the current affairs and politics of the country and society, dare to correctly explain some bad phenomena in society, combine all kinds of positive energy and teach them to primary school students, promote the improvement of students' will quality and moral cultivation, and lay a solid foundation for the humanistic teaching of Chinese in primary schools.

4.5? Chinese teachers in primary schools should enrich their comprehensive knowledge.

In the process of Chinese teaching, on the one hand, teachers are required to have solid professional knowledge, on the other hand, teachers are required to have rich natural science knowledge. This is because of the comprehensiveness of Chinese subject, which requires teachers to present the teaching content by more abundant means, so as to better realize the three-dimensional and visualized teaching content. For example, in the teaching of "Special Funeral", I use multimedia courseware and background music to present a dynamic and intuitive picture for students, to perceive the process of Seti Caidas Waterfall from exuberance to exhaustion, and to more intuitively understand the serious harm caused by environmental damage to nature. At this time, students have intuitive feelings based on the situation as a foreshadowing, and the teacher asked: Students, in the face of the disappearing waterfall, we may have regrets or sorrows. What can we do to protect the environment? Everything seems logical, and students can naturally interact with words, pictures and authors in combination with feelings, and the experience is naturally more profound. Ask the students to write a proposal to protect the environment and save the earth. If you think about it, you will naturally gain something from it. Such training not only stimulates children's awareness of environmental protection, but also consolidates practical writing.

4.6? Chinese teachers in primary schools should guide students to feel and experience the gist of textbooks.

The new curriculum standard of Chinese points out that "we should pay attention to the influence of Chinese curriculum on students' thoughts and feelings and the value orientation of curriculum content". In the face of the Chinese world constructed by perceptual Chinese, only by guiding students to feel with their hearts and reach the depths of the language can they feel the glorious charm of the subject of life and the infinite charm behind the words. For example, the article Lord of the Yellow River shows us the image of a smart, brave, calm and alert person. Guide students to think in class: The title of the text is Lord of the Yellow River. Why does the author use a lot of pen and ink to describe the thrilling Yellow River, the light and small sheepskin raft and the laughing passengers? Students think that the author uses the method of talking about communication as a foil. Another example is sweeping passers-by in Feng Tianyou. There are many sentences describing the appearance, language and movements of the elderly, which need students to read carefully. What kind of old man do you feel? By reading the specific language, students can understand that the description of the characters' language, movements, appearance and other details can reflect their personality characteristics. The humanity of Chinese curriculum is mainly reflected in the emotions expressed in the text. Chinese classroom is not only a classroom to guide students to experience the use of language, but also a classroom for teachers and students to exchange and share, and a classroom for teachers and students to collide and stir up emotions. In teaching, teachers should be good at starting with the language, grasp the content of the text, and let them realize the temperature and emotion contained in the text with the help of reading aloud, so that their understanding ability and expression ability can be integrated and unified harmoniously.

label

To sum up, as a symbol of national language and cultural heritage, Chinese is the representative of the profound historical and cultural traditions of the whole nation and this country. The humanistic quality of primary school Chinese teachers is a bridge to help primary school students reach a higher level of language and writing in the process of Chinese teaching practice, and it is the leader of students' Chinese foundation, life experience, ideological interest and literary quality. Therefore, in the process of Chinese teaching in primary schools, teachers should constantly improve their humanistic quality, help primary school students accumulate and use Chinese knowledge from horizontal to vertical, take "students" as the foundation, truly let students feel the charm of Chinese literature knowledge in the process of Chinese learning, and realize the all-round improvement of teachers and students' Chinese quality.

References:

[ 1]? Chinese Curriculum Standard (20 1 1 Edition), Beijing Normal University Publishing Group,? 20 12

[2]? Guan Jiangang, writing-oriented reading teaching, primary school Chinese teacher, 20 13, the third issue.

[3]? Chen Hong, Chinese is * * *, Hebei Publishing and Media Agency, 2013,240 pages.

[4]? Wu Zhonghao, "Chinese teaching should guide students to learn language and pragmatics", "Reference to Primary School Teaching", 20 15, 1 p.

[5] Liu Renzeng, "A New Horizon of Reading Teaching with" Pragmatics "as the Core", "Curriculum, Teaching Materials and Teaching Methods"

[6]? Wu. Reflections on Chinese Teaching under the New Curriculum Reform [J]. Education and Teaching Forum.2011(20)

[7]? Ren xiaoxia. How to create a humanized Chinese classroom [J]. Modern rural science and technology.2011(12)

[8]? Sun Jianguo. Humanistic spirit of Chinese children's literature education in primary schools [J]. Education Guide.2012 (04)

[9]? Sue. Humanistic Interpretation of Chinese Textbooks by Jiangsu Education Press [J]. Modern Chinese (Teaching Research Edition) .2012 (01)

[ 10]? Li Meng. On the Unity of Chinese Instrumentality and Humanism [J]. Education and Teaching Forum.2011(36)

[ 1 1]? Zhang Ping. Carrying forward the humanistic spirit in Chinese tools-also on the road to the unity of Chinese tools and humanism [J]. New curriculum research (next issue) .201(12)

[ 12]? Zhang chaochang Humanistic spirit: the soul of Chinese teaching [J]. Middle School Chinese.2011(34)