Personality and social development

Personality and social development

Everyone's personality is different from social development, and personality is related to society. Due to the development of body and mind and the expansion of life scope, children's independence is enhanced, and children are full of curiosity and desire to explore the world around them. Let's learn about personality and social development. Personality and social development 1

1. The traditional education in China tends to develop people's sociality

In the traditional education in China, only the requirements of * * * are paid attention to, and the individual is an appendage of the collective, and it is not necessary to have personality, nor is it allowed to have personality. This situation has its profound historical roots. From the history of educational development, in a certain social form, the dominant ideology has a great influence on education. In China's long feudal society, the ideology of Confucianism was the dominant ideology.

The basic feature and core spirit of this ideology was "courtesy" or "rule by courtesy." The content of "ceremony" is hierarchical affiliation. The most concentrated expression of this subordinate relationship is to maintain the three cardinal principles of loyalty and filial piety (the monarch is the minister's cardinal principle, the father is the son's cardinal principle, and the husband is the wife's cardinal principle) and the five permanent principles (benevolence, righteousness, courtesy, wisdom, and faith), which require individuals to "restore their courtesy", cultivate one's morality, keep the family in order, govern the country, and level the world.

The education of feudal society in China, which was dominated by this ideology, aimed at maintaining the hierarchical system of feudal society and cultivating feudal talents. The Confucian classics "Four Books" and "Five Classics" were the main contents, and they were closely combined with the imperial examination system, which greatly bound people's thoughts.

since the founding of new China, China's education has undergone fundamental changes and made great achievements. But on the whole, education still pays more attention to people's sociality and ignores people's personality. For example, the current college entrance examination system uses a standard and a scale to select people, which is not conducive to the all-round development of students' morality, intelligence, physique, beauty and labor.

second, education in western countries tends to develop people's personality

in western countries, capitalist education advocates people's all-round development and personality perfection, and the teaching content is aimed at production practice and emphasizes practical subjects. Teaching methods advocate conforming to nature, adapting to students' psychological process and tapping students' inner potential. Bacon put forward that "knowledge is power" and encouraged people to give full play to people's subjective role to understand and conquer nature. Nietzsche issued the cry of "God is dead", encouraging people to know and affirm themselves.

Rousseau strongly advocated nature education, attached importance to people's natural development, and opposed artificially restricting children's development. Maslow and Rogers, the representatives of humanistic psychology, who are known as the third trend of psychology, carry forward the spirit of humanism in the past dynasties, attach importance to the satisfaction of people's needs and the display of people's potential, emphasize people's conscious initiative, and put forward the theory of self-realization. In the relationship between people, they chanted the slogans of "natural human rights",

"freedom, equality and fraternity" to encourage competition. When there is a contradiction between individuals and society, they often emphasize individual freedom and rights. This cultural tradition with "individualism" as the main body has really promoted the initiative and creativity of individuals, and on the other hand, it has led to many social and moral problems: Due to emptiness, loneliness, anxiety and fear, more and more people are suffering from mental illness, and the phenomena such as moral degradation, violent behavior, chaotic sexual relations between men and women, drug abuse and alcoholism are becoming more and more serious.

Faced with the spiritual crisis caused by extreme individualism, western society has begun to explore new ways of education and to vigorously strengthen the social value orientation of education. For example, in the United States, many education reform reports have tried their best to demonstrate and call for strengthening the social * * * sexual orientation in personal value goals and school value goals, arguing that "the individuality tradition of American education has overwhelmed the * * * sexual tradition, and it is necessary to fully affirm the * * sexual nature at present, help students transcend personal interests and strengthen their sense of civic and social responsibility."

Third, the way that China education must take in the 21st century

At present, China's educational circles have noticed that education that only focuses on developing people's sociality and ignores the development of people's personality can no longer meet the needs of China's reform and opening up. The mistake of this "social-oriented" educational view is that it regards the social function of education as the educational noumenon, which < P > overwhelms the individual value in education, restricts the development of individual talent and personality, and in turn distorts the social function of education. However, the mistake of the "individual-oriented" education view in the west is that the training goal of education is mistaken as the education standard, which leads to the loss and abandonment of the universal cultural paradigm of mankind.

Education in the 21st century is bound to take the road of developing the unity of human personality and sociality. In order to make people's personality and sociality develop in a unified way, we must pay attention to the following points:

1. Learn from foreign countries. Western education attaches importance to the development of human personality, and there are many places worth learning from. For example, in the United States, one of the value goals of colleges and universities is to meet the individual needs, interests and interests of each scholar by diversification, which has been done successfully.

education in the 21st century must face the world. To develop education in a country, it is necessary to learn from each other's needs and learn from each other's strengths. We should stand at the height of history, adopt the spirit of "takenism" to western education, absorb its essence and discard its dregs. In the process of progress, we will neither be arrogant nor worship foreign things.

2. Learn from history. There are some parts in our traditional education that we must inherit and carry forward. For example, attaching importance to the collectivism education for students, insisting on individual interests serving collective interests, and attaching importance to the tradition of social value orientation are the advantages of our education. At this point, the west has realized that "in order to eliminate the spiritual crisis caused by individualism, Westerners began to turn their attention to the East with the cultural tradition of' collectivism' as the main body, and some people of insight flocked to the East to seek answers".

3. Do a good job in education reform. Promote education to realize the unity of personality and sociality through reform.

First of all, we should establish a correct view of examination. Traditional subject examination overemphasizes rote knowledge and ignores students' practical ability, application ability and creativity. To change this situation, we must establish a correct view of examination. It must be made clear that the examination is not for ranking, < P > but for providing teachers, parents and students themselves with a basis to find out the shortcomings and weaknesses in their studies, so as to take appropriate measures to make each student give full play to his potential and develop better. Students study to make progress, not to cope with exams. Only in this way can they be interested and develop active habits.

Secondly, we should establish a correct view of students. In the process of education, students are not only the object of educational activities, but also the main body of educational activities. However, the current school education does not really put students in the main position. In fact, students' dominant position has not been truly reflected. For example, the traditional class teaching system < P > can improve teaching efficiency and help to produce more talents, but collective education and unified requirements are not conducive to the development of students' personality. Therefore, it is necessary to make appropriate changes to the class teaching system, and comprehensively use teaching methods such as teaching, talking, experiments, demonstrations and visits through appropriate group activities to mobilize the enthusiasm and initiative of students and make them learn happily.

we should also pay attention to extracurricular and off-campus activities. Through a variety of activities, cultivate students' sense of group, make students learn to deal with interpersonal relationships, enhance their sense of responsibility to the society and the collective, and cultivate their moral character of self-discipline, self-respect, self-love, unity and mutual assistance, and cooperation. Colorful activities are also conducive to cultivating students' interests,

hobbies, personality, will and other non-intellectual factors. In order to make people's personality and sociality develop in a unified way, our education should encourage individuals to give full play to their talents instead of encouraging individualism. We should pay close attention to everyone's uniqueness without ignoring that creation is also a collective life; Education should cultivate all-round high-quality talents who are responsible for themselves and the society. Personality and social development 2

First, the initial formation of personality

The initial formation of personality began in early childhood, which can be explained from the following aspects:

(1) it shows obvious temperament characteristics

(2) it shows certain differences in interests and hobbies

(3) it shows certain differences in ability

(3)

(1) Children's sense of self-esteem develops rapidly with age

(2) The level of self-esteem in early childhood predicts the emotional development and adaptability in the future to a certain extent

(3) Factors affecting children's self-esteem

1. Parental rearing patterns

There are four characteristics of parental rearing of children with high self-esteem:

One is warmth and care.

the second is strict and clear.

Third, democracy, decision-making about children.

the fourth is to set an example for children.

2. Peer relationship factors

Establishing peer friendship and being accepted collectively are two important factors of self-esteem experience.

Third, the development of children's identity in early childhood

(I) Identity and the significance of children's development

Children's imitation of adult personality is called "identity". The basis of identity is that children perceive the similarity or consistency between themselves and the object of identity; Identity brings children a sense of belonging and accomplishment; Identify with the power that enables children to set an example; Identity has an important influence on the development of children's gender consciousness and moral consciousness.

(II) The object of children's identity in early childhood

Children mainly identify with their parents, have a strong sense of identity with education, and have a sense of identity with their favorite uncles and aunts and their older brothers and sisters.

Fourth, the first period of children's development

During the first period, it is normal for children to act independently and realize their own will and resist their parents' control. Its age is 3~4 years old.

(1) Developmental characteristics of the first rebellious period

1. Special psychological needs and behaviors.

2. The first rebellious period is the staged feature of children's psychological development.

(2) Parents should make use of the situation to guide and guide the education

1. Parents should clearly realize that the first rebellious period is the psychological development of children and it is a policy phenomenon, and should face it positively and rationally.

2. Parents should clearly realize the focus of the contradiction in the first rebellious period. Children have a "sense of growth" beyond their actual development level, while parents do not know enough about their children's "sense of growth", which leads to resistance.

3. Parents should help children, guide them and create conditions to meet their development needs appropriately. Personality and social development 3

1. Babies < P > Temperament: According to the characteristics of activities-Bath, emotional type, the emotional response is outstanding, and the negative emotional response is dominant, mostly manifested as anger, sadness and fear; Activity-oriented, characterized by actively exploring the surrounding environment and being willing to engage in sports games; Impulsive, lacking self-control of emotions and behaviors; Social, with strong social communication requirements, and actively contact and communicate with others.

Thomas and Chase are easy to raise; Difficult to raise; Slow development

the development of baby's interest: the stage of innate reflex reaction (birth-1 days)-the stage of recognizing similar objects (around half a year old)-the stage of exploring new things of the opposite sex (around one year old)

the baby's social smile: spontaneous smile-non-selective social smile-selective social smile

the baby's social crying: spontaneous crying- Reasons for crying of babies: hunger, drowsiness, poor health, psychological discomfort, boredom and anxiety of separation. After leaving their mother, babies encounter strangers and unfamiliar environments, resulting in panic and avoidance reaction.

the stage of separation anxiety: sadness, seeking help-disillusionment, emotional apathy-trying to adapt to the new environment

The baby's social attachment is an emotion and a satisfaction of needs. Attachment is the initial social connection between the baby and the main caregiver (mother), and it is also an important symbol of the baby's emotional socialization.

attachment development stage: Balbi, undifferentiated social reaction stage-differentiated social reaction stage-emotional connection stage (the baby has a special emotional attachment to his mother, and the emotional connection with his mother is closer, taking his mother as the basis of safety)-reciprocal relationship formation stage (the baby takes his mother as a communication partner and adjusts his attachment goal to his mother, I can understand the reasons why my mother left me)

Types of infant attachment: safe attachment, avoidant attachment and rebellious attachment

Three criteria to measure the parenting style of mothers in infancy: reactivity, emotionality and social stimulation

Hart, the baby's self-awareness appears around the age of one, and the baby regards himself as the cognitive subject of activities and distinguishes himself from others; Around the age of two, the self-consciousness of the object self appears, and I can use personal pronouns to express myself with "I".

The appearance of object self-consciousness is the first leap in the development of individual self-consciousness.

2. Early childhood

Early childhood personality is initially formed:

1. It shows obvious temperament characteristics;

2, showing certain differences in interests and hobbies;

3, showing certain ability differences

4, showing the initial personality characteristics.

Factors affecting children's self-esteem

1. Parental rearing patterns: warmth, caring, positive acceptance of children and enthusiastic participation in children's games; Strict requirements; Democracy; Set an example by example.

2. Peer relationship: establishing peer friendship and being accepted by the group are two important factors of self-esteem experience.

identification, that is, children's imitation of adult personality.

Children usually identify with people with high status, authority, strong ability, intelligence, robustness or beauty.

Children's first rebellious period, about 3-4 years old, requires independent behavior, realizes self-will and resists parental control.

the developmental characteristics of the first rebellious period:

1. It has its special psychological needs and behavioral manifestations

2. It is a staged feature of children's psychological development

3. Early childhood

is about 8 years old, and children begin to lose self-centeredness, which is a turning point.

Education and adjustment of the relationship between children and the environment play an important role in the development of children's self-awareness.

Characteristics of self-evaluation ability:

1. Self-evaluation includes many aspects;

2. Social support factors play a very important role in children's self-evaluation;

3. The evaluation of self-worth is closely related to emotion.