Briefly describe the humanistic theory of

Question 1: Briefly describe the humanistic theory of learning? Humanistic psychology originated in the United States in the 02-05th century, and its main representatives are Maslow

(A. Maslow) and C.R. Rogers. Along with the procedural teaching

movement based on behaviorist psychology and the disciplinary structure based on cognitive psychology, they are known as the three major teaching movements of the 20th century.

I. Connotation of Humanistic Learning Theory

The most central idea of humanism is that human nature comes from nature, and natural human nature is the nature of human beings, opposing

the vulgarization of the human psyche and the animalization of human beings, and emphasizing that human beings are natural entities rather than social entities. This is opposed to the previous psycho

analytic and behaviorist schools, so it is also known as the third trend in psychology.

Humanistic psychologists put forward the goal of humanistic education according to the developmental characteristics of human beings:

To cultivate people who are able to adapt to change, know how to learn, and have fully developed personalities. China's quality education emphasizes respect, care, understanding, and trust for each student, and especially emphasizes the cultivation of innovative spirit and practical ability

. Despite the differences in the theoretical background and theoretical basis of humanistic education and quality education in China, the educational goals advocated by the two

are to a large extent the same.

The humanistic education and the quality education implemented in China from

The cultivation goal of education to the principles and methods of education and teaching emphasize the people-oriented, advocating the comprehensive development of human beings,

Emphasis on the cognition of the students, emotion, interest, motivation and the play of the potential of the students, the students are regarded as the masters of the learning,

Teachers are the facilitators and guides to stimulate the learning of the students. At the same time, humanistic education emphasizes the harmony of teacher-student relationships,

equality, and the importance of meaningful learning, so that students' learning is full of fun. Therefore, some Western education scholars believe that

contemporary humanistic education has become the mainstream of today's education, the future trend of education.

In the content of education and teaching,

humanistic education advocates not only to pay attention to intellectual education, moral education, aesthetic education, physical education, but also to pay attention to the students' emotions

and the cultivation of the will of the education; in the method of education and teaching, humanistic education advocates insisting on the main position of the students,

the use of diversified education methods, such as self-education method, the method of education, the method of education, the method of education, activity

Question 2: What are the main ideas of humanistic learning theory? First, the main point of view of humanistic learning theory emphasizes that students learn on their own, construct the meaning of knowledge on their own, and emphasize collaborative learning. Unlike constructivism, it emphasizes more on human development, that is, it emphasizes students' self-development, emphasizes the exploration of human creative potential, and emphasizes emotional education. Humanistic learning theory can be divided into five main points of view: the potential view, self-actualization view, the creative view, the emotional factors view and teacher-student view.　　1, the potential view of humanistic theory that: everyone has the potential to learn and work. Unfortunately, this potential is not fully released. Education itself should strive to explore the potential ability of students. Therefore, humanistic theory focuses on how to realize the potential of each student through education. From this point of view, humanism on the one hand emphasizes the learning to students as the main body but also attaches importance to the teacher to play a leading role in the process, and this leading role in how to explore the potential of students.　　2, self-actualization view (also called self-development view) humanistic theory attaches great importance to students' personality differences and personal values; emphasis on students' self-actualization (development), the students' self-actualization as the goal of teaching. However, because of the different levels of knowledge, receptivity, interests, learning methods and learning habits, there are personality differences. Teachers should teach students according to their personality differences, create different learning conditions for different students, enable different students to give free play to their different personalities, meet different needs, and allow students to recognize their own values and promote their own development. 3, the concept of creativity humanistic and constructivist as between knowledge and ability, advocating the cultivation of students' ability, and the creativity as the core of teaching. Rogers pointed out that everyone has creativity, or at least the potential for creativity, and that people should take the initiative to develop these potentials. And argues: creativity should not be seen as the privilege of certain experts. And Bloom also believes that the potential and creativity of most people should be studied.　　4, the emotional factors view The emotional factors in learning, including the realization of students' potential, the development of students' creativity are closely related. On this point, humanistic to give special attention, that learning is a personal initiative initiated by students (not passively waiting ***). The individual's overall commitment to learning involves not only cognitive abilities, but also emotional, behavioral, and so on. Students are very interested in learning, the goal is clear, is very important emotional factors, teachers must be fully for the students to create a good learning environment, the students are fully attracted to the learning situation, and long-term persistence. The creation of this emotional factor, a teacher to actively guide, two actively encourage, three to create a good learning environment.　　5, teacher-student view Humanism attaches more importance to the teacher-student orientation view; the relationship between teachers and students is also emotionally bonded to maintain a relaxed, harmonious, democratic and equal learning atmosphere, and to establish a good interpersonal relationship and a harmonious learning atmosphere. Teachers should treat every student equally, according to the individual differences of students, believe in students, respect students, in the teaching process to build a democratic, equal, harmonious teacher-student relationship, so that students do not feel oppressed or burdened in their learning, so that students really learn actively and positively and lively in their learning. Teachers from the dominant, authority into the students' guide and friend, from teaching into guiding, so that the students' learning into a real independent participation.　　Second, the connotation and revelation of humanistic view of learning The connotation of humanistic learning theory is reflected in the teaching theory, which is student-centered, encouraging students to learn actively.　　Firstly, the educational goal of humanistic learning theory is to cultivate students to learn to learn so as to achieve self-realization.　　Secondly, the humanistic learning theory advocates the students' subjective position in education, emphasizing that in the teaching and learning process, students should maintain and generate curiosity, explore any unknown field with their own interest as the guide, and realize that all things are changing and developing.　　Again, the humanistic learning theory considers the teacher as a mere facilitator of student learning. As a facilitator, the teacher's primary task is not to teach but to facilitate, allowing students to learn freely and satisfy their curiosity.　　With the rapid development of the economy and the fusion of international information exchange, the social requirements for talents have gradually diversified from homogenization, i.e., focusing on the mastery of knowledge and skills while paying more attention to the play of human creativity and innovation. In such a situation, re-understanding the basic ideological value of humanistic learning theory, I believe that the training of our talent model has a certain guidance, reference role. For the current period of talent training ...... >>

Question 3: Briefly describe the main theories of the humanistic school of thought Humanism advocates that psychology should study human beings as a whole, rather than dismembering the human psyche into incomplete parts, and that it should study normal human beings, and it should pay more attention to people's high-level mental activities, such as passion, faith, life, dignity and other content. The learning theory of humanism explains the whole human growth process of the learner from the perspective of whole-person education to develop human nature

Question 4: Basic Theories of Humanism 1. It holds that human beings have a tendency in their nature to realize their potential and satisfy their basic human needs. Animals, in the process of evolution to man, reveal the natural side of human nature, i.e., the potential for friendship, cooperation and creativity.

They believe that in the proper environment of growth and self-realization, human nature is good, or at least neutral. The evil of human nature is caused by unmet basic needs and a disrupted environment of self-actualization. Rollo? May also believes that human nature is both good and evil. It is this bipolar dialectic of positive and negative, such as good and evil, beauty and ugliness, pleasure and pain, that gives life its drive and depth. In addition, Maslow suggested that love is human nature and is a healthy emotional relationship that requires mutual understanding and acceptance on both sides.

2, need hierarchy theory

Need hierarchy theory (need hierarchy theory) is a kind of motivation theory of humanistic psychology, Maslow believes that motivation is the intrinsic motivation of human survival and development, and need is the source of motivation. The intensity of need determines the intensity of motivation, but only the strongest needs form the main motivation of people.

Maslow also divided needs into two categories: one is the basic needs of human beings (basic needs), there are physiological needs, safety needs, belonging and love needs and respect needs. These needs are the low-level needs of people, experiencing the development process from low to high, the lower level needs to be satisfied, people will produce a new higher level of needs, these needs to be satisfied to stop the need; the second type of needs is psychological needs (psychological needs), including the cognitive needs of people, the need for beauty and the need for self-actualization. These needs are the higher needs of man. Unlike low-level needs, the more these needs are met, the stronger the needs are, and there is no strict hierarchical relationship between high and low. Maslow Gongzhang, low-level needs are the basis of high-level needs, and the emergence of various levels of needs is closely related to the developmental stage of the human being.

3, self-actualization theory

Self-actualization theory (self-actualization theory) is the core of humanistic psychology personality development theory. The theory holds that human self-actualization is the realization of the full human nature (full humanness) and the realization of personal potential (personal potency) or characteristics (feature), the former as the potential of human ******ity of self-actualization, and the latter as the self-actualization of individual differences in personal potential. According to Maslow, self-actualization is the highest motivation of human beings, which is materially based on the basic needs of human beings such as physiological needs. Maslow's hierarchy of needs theory became the psychodynamic basis of self-actualization theory. He also proposed the concept of peak experience, which is a transient experience of great openness and bliss that people feel when they enter the state of self-actualization and transcendence. Peak experience is an important pathway to self-realization.

In addition, Rogers, through his research, also proposed the theory of educational reform, which is mainly a student-centered teaching model. The same humanistic ideas are also reflected in his psychotherapeutic approach, which, unlike psychoanalytic psychology, believes that the correction of abnormal behavior should be achieved through the patient's self-understanding to produce self-directed behavior.

Question 5: Briefly describe the four basic principles of humanistic psychology 1. The principle of self-identity in humanistic psychology

Education should enable students to search for inner identity and reduce or eliminate their inner conflicts and mental divisions. And help students realize the unity of self and non-self, that is, the unity of the individual with society and nature.

2. Enlightenment Principle of Humanistic Psychology

This principle is mainly to stimulate and cultivate students' creativity. Not only to cultivate students' rational control and logical thinking through knowledge education, but also to stimulate students' non-intellectual factors through emotional communication, the formation of a beautiful personality, and the full and free expression of self.

3. Humanistic psychology of aesthetic education principles

Emphasis on music, dance, art and other arts education.

4. Transcendence Principle of Humanistic Psychology

The transcendence of the self, i.e., the transcendence of selfishness, the transcendence of self-centeredness, so as to reach the realm of forgetfulness. In addition, there is the transcendence of culture, the ability to scrutinize the culture from which one comes with a certain transcendence and objectivity, that is, to cultivate a person with a critical spirit.

5. The principle of value in humanistic psychology

Education should enable students to acquire a sense of value, and should tap and stimulate the intrinsic value of the students, so that the educated can acquire the meaning of existence.

6. The basic view of humanistic psychology

Humanistic psychology (humanistic psychology) is a psychological trend that emerged in the United States in the 1950s and 1960s, and is the third major force following behaviorism and psychoanalysis. The main representative figure is Abraham Maslow (阿伯拉罕?). Abraham Maslow and Carl Rogers. Carl Rogers. Its view of learning and teaching has profoundly influenced educational reform around the world, and is one of the three major teaching movements of the 20th century, along with the program teaching movement and the disciplinary structure movement.

Question 6: Briefly describe the differences between the humanistic and cognitive theories of meaningful learning Cognitive learning theory is opposed to behaviorist learning theory, which originated from the Gestalt school of cognitive learning theory, after a period of silence, revived again. From the mid-1950s onwards, with a lot of creative work by a group of cognitive psychologists such as Bruner and Ausubel, the study of learning theory has entered another glorious period since Thorndike. They believed that learning is the process of facing the current problematic situation and going through active organization within oneself so as to form and develop cognitive structures, emphasized that the connection between *** responses is mediated by consciousness, and stressed the importance of cognitive processes. Thus, making the cognitivist theory of learning began to dominate the study of learning theory.

Question 7: Who are the main representatives of the humanistic theory Hello, humanistic psychology, or humanism as the questioner calls it, is a school of psychology that has had a significant impact. Maslow and Rogers are its main representatives.

Question 8: Discuss the spirit of humanism The basic consciousness of humanism refers to the human being as the measure of all things, emphasizing the dignity of human values and freedom, and is a philosophy that is centered on the human being and norms. Tracing the historical roots of humanism we find that from the 5th century B.C., Greece has formed the philosophical thought of humanistic main deliberations, mainly from the early thought of focusing on the external nature to the Wise Men School of focusing on the human being himself and establishing the epistemology and values of the subject that man is the measure of all things; and in the period of the Renaissance and the Reformation it was expressed in the form of humanism, and arose in the narrow slit between humanism and theism. Scholars represented by Protagoras advocated human-centeredness, emphasized the independence and value of human beings, advocated the liberation of human beings from the rule of God, advocated the emancipation of individuality, affirmed the value, dignity, and freedom of the individual, opposed asceticism, denounced scriptural philosophy, denied the church and feudal privileges, and advocated rationality; and in the 18th century, manifested itself in the form of humanism, with naturalistic humanism as its theoretical foundation. The humanistic ideology of freedom, equality and fraternity is put forward, the core of which is human rights and the importance of human life, which mainly consists of two dimensions: firstly, it is linked with individual self-consciousness, emphasizing respect for human life itself, respect and love for others; secondly, it is linked with the consciousness of the same kind, emphasizing the honor and responsibility of being a member of the class, stressing freedom, equality and fraternity, as well as the struggle for the happiness and independence of mankind; since the middle of the 19th century, it has been represented by Feuerbach, who is the representative of the humanistic ideology of the humanistic ideology. Since the mid-19th century, scholars represented by Feuerbach have constructed biological humanism, emphasizing man's dependence on nature, others and society; while a group of scholars represented by Schopenhauer, Nietzsche, Freud, Bergson, Sartre, etc. advocate irrational humanism, emphasizing the contradiction between human beings and the environment in which they live; and Marx believes that human beings have natural attributes (emphasizing the establishment of the status of the human subject, and the spirit of scientism); social attributes (emphasizing the establishment of the status of the human subject, and the spirit of scientism); and the human being has a natural attribute. Social attributes (emphasizing the principle of rational individualism and collectivism) and spiritual attributes (emphasizing the coordinated development of people's own material enjoyment and spiritual pursuits); to the mid-20th century, humanism is more profound in the form of human rights, the emergence of the anti-subjectivism, they emphasize the unity of the idea of man and the idea of non-rationalism, and they start from the perspective of human nature and think about the problem.

Question 9: Briefly describe Freud's theory and humanism and the difference Freud from a psychological point of view that the main belief that the structure of the personality consists of the ego (ID), the ego (ego), the superego (superego) three parts. The ID, or original self, is the primordial self that contains the basic desires, impulses, and vitality necessary for survival. The ego, which means "self" in German, is the part of oneself that can consciously think, feel, judge, or remember. The function of the ego is to seek the satisfaction of the "ego" impulses while protecting the whole organism from harm, following the "principle of reality". It follows the "reality principle" and serves the ego. The superego is the part of the personality structure that represents the ideal, which is formed during the growth process of the individual through the internalization of moral norms and the values of the social and cultural environment, and whose function is mainly to monitor, criticize, and control his or her own behavior. Humanistic psychologists believe that psychology should focus on the study of human values and personality development. Humanism is the translation of the German word Anthropologi *** us, or humanistic. The Greek etymology antropos and logos, meaning person and doctrine. It usually refers to anthropological materialism, a metaphysical materialist doctrine that objectifies life. The most significant difference between anthroposophy and Freud's theory is that anthroposophy rejects Freud's theory of the reduction of conscious experience to basic drives or defense mechanisms.

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Question 10: The basic introduction of humanistic teaching theory Humanistic psychology is a psychological trend that emerged in the United States in the 1950s and 1960s, and its main representatives are Maslow (A. Maslow) and Rogers (C.R. Rogers). The humanistic view of learning and teaching has profoundly influenced educational reforms around the world, and is one of the three major teaching movements of the 20th century, along with the program teaching movement and the disciplinary structure movement. The American humanistic psychologist Rogers' non-directive teaching is a representative of this school of thought.