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psychology
Psychological knowledge has summarized and organized the knowledge points, covering all core contents, which is very convenient for everyone to learn. The summary is comprehensive and meticulous, suitable as review materials.
Edited at 2025-01-20 16:40:29
- Rumi 10 spiritual high-dimensional awakenings
Rumi: 10 dimensions of spiritual awakening. When you stop looking for yourself, you will find the entire universe because what you are looking for is also looking for you. Anything you do persevere every day can open a door to the depths of your spirit. In silence, I slipped into the secret realm, and I enjoyed everything to observe the magic around me, and didn't make any noise. Why do you like to crawl when you are born with wings? The soul has its own ears and can hear things that the mind cannot understand. Seek inward for the answer to everything, everything in the universe is in you. Lovers do not end up meeting somewhere, and there is no parting in this world. A wound is where light enters your heart.
- Pathophysiology - Heart failure
Chronic heart failure is not just a problem of the speed of heart rate! It is caused by the decrease in myocardial contraction and diastolic function, which leads to insufficient cardiac output, which in turn causes congestion in the pulmonary circulation and congestion in the systemic circulation. From causes, inducement to compensation mechanisms, the pathophysiological processes of heart failure are complex and diverse. By controlling edema, reducing the heart's front and afterload, improving cardiac comfort function, and preventing and treating basic causes, we can effectively respond to this challenge. Only by understanding the mechanisms and clinical manifestations of heart failure and mastering prevention and treatment strategies can we better protect heart health.
- Pathophysiology - ischemia - reperfusion injury
Ischemia-reperfusion injury is a phenomenon that cellular function and metabolic disorders and structural damage will worsen after organs or tissues restore blood supply. Its main mechanisms include increased free radical generation, calcium overload, and the role of microvascular and leukocytes. The heart and brain are common damaged organs, manifested as changes in myocardial metabolism and ultrastructural changes, decreased cardiac function, etc. Prevention and control measures include removing free radicals, reducing calcium overload, improving metabolism and controlling reperfusion conditions, such as low sodium, low temperature, low pressure, etc. Understanding these mechanisms can help develop effective treatment options and alleviate ischemic injury.
psychology
- Rumi 10 spiritual high-dimensional awakenings
Rumi: 10 dimensions of spiritual awakening. When you stop looking for yourself, you will find the entire universe because what you are looking for is also looking for you. Anything you do persevere every day can open a door to the depths of your spirit. In silence, I slipped into the secret realm, and I enjoyed everything to observe the magic around me, and didn't make any noise. Why do you like to crawl when you are born with wings? The soul has its own ears and can hear things that the mind cannot understand. Seek inward for the answer to everything, everything in the universe is in you. Lovers do not end up meeting somewhere, and there is no parting in this world. A wound is where light enters your heart.
- Pathophysiology - Heart failure
Chronic heart failure is not just a problem of the speed of heart rate! It is caused by the decrease in myocardial contraction and diastolic function, which leads to insufficient cardiac output, which in turn causes congestion in the pulmonary circulation and congestion in the systemic circulation. From causes, inducement to compensation mechanisms, the pathophysiological processes of heart failure are complex and diverse. By controlling edema, reducing the heart's front and afterload, improving cardiac comfort function, and preventing and treating basic causes, we can effectively respond to this challenge. Only by understanding the mechanisms and clinical manifestations of heart failure and mastering prevention and treatment strategies can we better protect heart health.
- Pathophysiology - ischemia - reperfusion injury
Ischemia-reperfusion injury is a phenomenon that cellular function and metabolic disorders and structural damage will worsen after organs or tissues restore blood supply. Its main mechanisms include increased free radical generation, calcium overload, and the role of microvascular and leukocytes. The heart and brain are common damaged organs, manifested as changes in myocardial metabolism and ultrastructural changes, decreased cardiac function, etc. Prevention and control measures include removing free radicals, reducing calcium overload, improving metabolism and controlling reperfusion conditions, such as low sodium, low temperature, low pressure, etc. Understanding these mechanisms can help develop effective treatment options and alleviate ischemic injury.
- Recommended to you
- Outline
psychology
1. Overview of psychology
Research objects on the emergence and development of psychology
The emergence and development of psychology
Historical background of psychology
1. Generate origin
1.Philosophical origins:
Aristotle's first book on the Soul in history discussing various psychological phenomena
Locke's "Theory of Human Understanding" advocates that the feelings and experiences that people have experienced are the main sources of shaping thoughts.
2. Origin of experimental physiology: Fechner's first scientific experimental method in "Corresponsible Physics" laid the foundation for experimental psychology.
2. In 1879, the famous German psychologist Wonter created the first psychology laboratory at the University of Leipzig, Germany, which means the birth of scientific psychology.
Wonter is known as the father of psychology
Representative works "Physical Psychology", "Ethnic Psychology", and "Psychology Outline"
The main schools of psychology in the West
Constructivism
Representatives: Wonter, Titchener
Consciousness, composition (feeling, imagery, and passionate state) experimental introspection method
Functionalism
James, Dewey, Angel
Consciousness, flow of consciousness, function of function
Behaviorism (first force)
Watson
Behavior, experimental method
Gestalt, complete
Werthimmer, Kohler, Kaufka
Consciousness, whole
Spiritualism (second force)
Freud
Abnormal behavior, unconsciousness
Humanism (third force)
Rogers, Maslow
good
Modern Cognition (Information Processing)
Piaget, Nessel
Birth symbol: "Cognitive Psychology" published by Nessel in 1967, Information Processing
Psychology research object
The concept of psychology
Concept: Science that studies psychological phenomena (psychological activities) and their occurrence and development laws
Research: Animals Humans
Psychological phenomena and their structure (record)
Psychological process (informational intention)
Cognitive process: sensation, perception, memory, imagination, thinking (smart memory: perception and lovesickness)
Emotional process: emotions, emotions
Will process: the psychological process of will action
Notice
Pay attention is not an independent psychological process. It is a special state that accompanies the psychological process
Personality Psychology
Personalized psychological tendency (active)
Ideals, interests, beliefs, hobbies, needs, motivations, values, world outlook, and outlook on life (rational belief, love, three views)
Personalized psychological characteristics (stable)
Ability, character, temperament
The essence of psychology
Psychology is the function of the brain
The psychology is the function of the brain, and the brain is the organ of the psychology.
The structure of the nervous system
The nervous system is the main material basis of psychological activities Neurons are units of the structure and function of the nervous system
Central nervous system
The first category: brain and spinal cord
The second category:
Advanced center
Two hemispheres:
Left hemisphere
Abstract logic and speech center (rational brain, logical brain)
Speech, reading, writing, calculation and reasoning, etc. (Chinese and mathematics related)
Right hemisphere
Illustrative thinking and high spatial perception (sensory brain, artistic brain)
Perceptual spatial relationships, emotional emotions, appreciation of music and art, etc. (art, music related)
Four Leaves:
Life Center: Brain Extension Language Movement Center: Broca District
Frontal lobe: always have a sense of direction and purposeful activities to obey firm intentions and beliefs (movement)
Parctic lobe: adjusts the body's touch, temperature, movement and other feelings (sensation)
Occipital lobe: visual center (visual)
Temporal lobe: Processing auditory stimulation (listening)
Low-level center
Peripheral nervous system
The way the nervous system moves
1. Reflection and reflection arc
Brain reflex activities are the basis of human psychological activities The physiological structure of the reflection activity is the reflection arc
reflection
Unconditioned reflex (innate): crying in the wind, sucking and grasping, knee reflex, eating and saliva secretion, hand shrinking reaction
Conditioned reflex (day acquired)
The first signal system: specific affairs (human, animal) - looking at plums to produce food
Second signal system: Words (people) - talk about the tiger's fear
2. Basic processes and rules of neural activity
Psychology is a reflection of objective reality
Objective reality determines a person's psychology (content and source) - Objectivity Social practice life plays a decisive role in human psychology (Wolf Child
Psychology is the subjective impression of objective reality by the human brain - subjectivity People who have different opinions
Psychology is the active reflection of the human brain to objective reality—activity Draw water up the mountain
2. Cognitive process
Feeling and perception
Perception Overview
concept
1. Feeling: Individual attributes
2. Perception: Overall attributes
3. The relationship between sensation and perception
type
Types of feelings (understand)
External sensation (external stimulation)
Vision (most important)
Auditory
Smell
Taste
Skin Sense
Internal sensation (internal stimulation)
Body sense (bloating, hunger, nausea, thirst, vomiting)
Balance sensation (overweight, weightlessness, motion sickness, acceleration)
Movement sensation (feeling of joints and muscles)
Types of perception
Object Perception
Spatial Perception
Time perception
Motion perception
Social Perception
Perception of others
Self-perception
Interpersonal perception
Common social perceptual biases
Social stereotyped (formal) effect
A group of people's characteristics are summarized, ignoring individual differences (For example: I think that northerners are bold and unrestrained)
Halo (halo) effect
When you think someone has a certain characteristic, similar judgments are made elsewhere. (One good and one good, one bad and one bad, generalize by one thing)
Primary (original) effect
The information obtained initially has a greater impact than the information obtained later (For example: first impression)
Proximal (recent) effect
Newly obtained information has a greater impact than original ones (My friend who hasn't seen for a long time, the deepest impression is the scene of parting)
Projection effect
Promote others by yourself (Terror of a gentleman with the heart of a villain)
Leniency effect
Individuals often have positive affirmation of others than negative (Art performance, the judges gave high scores to perform first, so they had to improve everything in the future)
illusion
General rules of perception
Feel
Sensory and sensory thresholds
Sensory: Sensory ability of sensory organs to appropriate stimulation
Absolute Sensibility: Sensory Ability
Differential sensitivity: Differential sensory ability
Sensory threshold: refers to the amount of stimulation that just causes sensations or different sensations (numerical value)
Sensory and sensory threshold are inversely proportional
Absolute feeling threshold: The minimum amount of stimulation just caused
Difference sensory threshold: (minimum sensation difference): just caused differential sensory/minimum sensation
law
1. Interaction of the same feeling
(1) Sensory adaptation: The phenomenon of sensibility changes due to the continuous effect of stimulation on the receptors.
Dark adaptation: From light to dark, time, increased sensitivity, decreased sensory threshold
Adaptation: (On the contrary)
(2) Sensory comparison: The phenomenon in which the same receptor receives different stimuli and causes sensory changes.
Simultaneous sexual comparison (black people have whiter teeth)
Comparison of successive sex (eat oranges after eating candy)
(3) Sensory effect: (sensory/visual image) Sensory phenomenon temporarily retained after the stimulation effect is stopped
The image of the back (lightning, lightning, similar)
Negative image (color, opposite)
2. Interaction of different sensations
(1) The mutual influence of different feelings
For example: The nose is cold and cannot breathe, and the food is not fragrant
(2) Feeling compensation
Blind people use ears instead of eyes
(3) Synesthesia
A psychological phenomenon in which one feeling has another feeling
For example: Vision: blue - cold, orange - warm Listening: The scene appears in my mind when I listen to the story Smell: Floral fragrance - sweet silk
perception
Selective
When facing numerous objects, the perceptual system will automatically divide the stimulus into objects and backgrounds, and prioritize the perceptual object from the background.
For example: Teachers use red pen to mark key points and two-disparity figures
Influencing factors (choose)
objective
1. Absolute intensity of stimulus (intensity rate) All fonts and sounds are amplified and thicker
2. Object and background difference (difference rate)
Expandable: Fonts of different colors
Can be reduced: military camouflage, insect protection color
3. The object's activity (activity law) gestures, sound ups and downs
4. Novelty and strange characteristics of stimuli (new laws)
5. Organizational principles (combination law) combine lectures, pauses, and intervals
subjective
Whether the task has a purpose or whether it is a task
Already have knowledge and experience
Personal needs, motivations, interests, hobbies, etc.
Understand
The processing process in which people process perceived things based on knowledge and experience, and summarize and explain them in words
A layman watches the fun, while an expert watches the trick
Totality
Based on their own knowledge and experience, a process in which a person integrates the various attributes (parts) of objective things that directly act on the senses into a unified whole.
A glimpse of the whole leopard, a leaf, and restore the whole according to the part
Constancy
Objective things themselves remain unchanged, but when perceptual conditions change within a certain range, the perceptual image of a person remains relatively unchanged.
Application of perceptual law in teaching
1. Follow the laws of perception and carry out intuitive teaching
2. Development and cultivation of students' observation ability
1. The concept of observation and observation
2. The quality of observation (smart memory: meticulous engraving)
Purpose: Be able to clearly realize the purpose and task of observation
Accuracy: Discover nuances
Comprehensive: Observe in an orderly manner, use multiple senses
Deepness: See the essence through phenomena
3. Development of students' observation ability
Primary school students: ① The purpose of observation is poor ② The accuracy of observation is lacking ③ The order of observation is lacking ④ The depth of observation is lacking
Middle school students: ① Have clear purpose ②It has obvious durability development ③It has improved accuracy ④It has strong generalization
4. Cultivation of students' observation ability (smart memory: a person draws a fruit peach)
(1) Guide students to clarify the purpose and tasks of observation
(2) Make full preparations, plan carefully, and propose specific observation methods
(3) Strengthen individual guidance for students and cultivate targeted observation habits
(4) Record and organize observation results, write an observation report and diary
(5) Discuss, communicate and report observation results
The development of students' perceptual perception (understand by yourself)
Primary school students
Middle school students
memory
Memory overview
Memory and its quality
Concept: Memory is the maintenance and reappearance of past experiences by the human brain
Quality (Clever Note: Preparation for Hijacking)
Agility: speed and efficiency, like reading through the eyes, fast
Persistence: Keep it, like lasting for a long time,
Accuracy: correct and accurate, accurate (most important)
Preparation: extraction and application, a comprehensive reflection of three qualities. Exit into a seal
Classification
Time, encoding method, stage
Instant memory, short-term memory, long-term memory
Content and experience objects
1. Image memory: Image of things (Visual: Tiananmen Square, auditory "respect sound lingers on the beam")
2. Episode memory: personal experiences of events in space-time relationships
3. Semantics/word logical memory: relationships, meanings and properties, concepts, theorems, formulas, rules, etc. between things
4. Emotional memory: emotions or emotions
5. Movement memory (movement memory): exercises or movements that have been performed are easy to maintain and extract
Awareness participation level
External memory, implicit memory
Information processing and storage content
Declarative memory (what, why)
Memory of facts and events. Such as knowledge and common sense
Procedural memory (how)
How to remember things, you can only get it after multiple attempts, and you don’t need to participate when using them.
Pointing of content on the timeline
Prospective memory, retrospective memory
Memory process and its rules
Remember
concept
Classification
Depending on whether there is purpose or not
Unconsciously remembered
Conscious memory (excellent); students' learning activities
According to the nature of the material and the method of remembering
Memorization (rotary memory)
Learning activities for students who know meaning (understanding and memory) (excellent)
The rules of memory (factors that affect memory effect)
1. Have a clear purpose and task to remember
2. Memorize attitude and emotional state
3. The nature of activity tasks
Clever remember: eye-level quality method
4. Quantity and properties of materials
5. Methods of memory
Keep
Concept of keeping
Maintenance refers to the process of consolidation of acquired knowledge and experience in the human brain, and is the second link of the memory process.
Forgetfulness and its rules
concept
type
Ebbinghaus's forgetting rules
1. The first to conduct experimental research on forgetting was the German psychologist Ebbinghaus. He studied forgetting from 1879 to 1884 and proposed the famous forgetting curve.
2. Forgotten is regular, that is, the process of forgetting is uneven, the trend is to be fast first and then slow, more first and less, showing negative acceleration, and when it reaches a certain level, it will no longer be forgotten.
3. Revelation: Review in time
Factors that affect the process of forgetting
Talents cut hair for love
1. The nature of learning materials
2. Series position effect: good memory effect at the beginning and end
3. Memorize the quantity and learning level of materials
Over-learning: up to 50%, learning level up to 150%, best results
4. The longevity and importance of memory tasks
5. Methods of memory
6. Time factor
7. Emotions and motivations
The reason for forgetting
Little dry duck carries a bucket
The theory of extinction (the theory of recession)
(First proposed) Memory traces decline without strengthening and
Interference theory
Caused by other stimuli between learning and recall
Proactive inhibition: The interference of learning first and learning later
Reverse suppression: The interference of later learning on first learning
Repression theory (motivation theory)
Floyd, pain
Extraction failure statement
Lack of clues and difficult to extract. "Tip of tongue phenomenon"
Assimilation theory (positive)
Osubel, Simplification of Cognitive Structure
Reappear
Recognize again
remember
Application of memory rules in teaching
Arrange and organize teaching reasonably according to memory laws
Effectively organize reviews according to memory rules (How to overcome forgetting)
The best way to overcome forgetting is to strengthen review
Clever Note: Only when you know the taste of ten times
1. The time to review is appropriate
2. The review method must be reasonable
3. The number of reviews should be appropriate
4. Pay attention to the cultivation of memory quality
5. Pay attention to brain hygiene
The development of students' memory
Characteristics of memory development of primary school students
The main way for primary school students to remember is image memory
Characteristics of memory development for middle school students
High school students are in the "golden" era of memory development
Appearance and imagination
Overview of appearance
concept
Refers to the image of things that appear in people's minds when things are not in front of them
feature
①Intuition: vivid and specific image
②Generalization: general outline, main features
③Acceptability: "Psychological Rotation Experiment"
Classification
Imagination overview
concept
type
Unintentional imagination (daydream, dream)
Have an idea
Recreate imagination
The process of forming a corresponding new image in the mind based on the description and schematic of words or symbols (reader)
Create imagination
The process of creating new images independently in the mind (author)
fantasy
Science fiction
ideal
fantasy
significance
Processing method
Bonding: Mermaid
Exaggeration and emphasis: Thousand-armed Guanyin
Anthropomorphism: Thunder and Lightning Mother
Typical: Angel in White
The development of students’ imagination (understand)
Cultivation of students' imagination (remember)
1. Make full use of imagination in teaching
Imagination can break the boundaries of time and space. It can not only enhance the vividness of teaching activities, but also enable students to better and deeperly understand the textbooks, more firmly master knowledge and skills, and greatly improve the quality of teaching.
2. Enrich students' appearances in teaching
3. Develop students' speech in teaching
4. Organize students to participate in creating imagination in teaching
Words and thinking
Speech (≠language)
concept
type
External speech
Oral speech
Dialogue speech: chat, talk (Situated, Reactive, Simplified)
Monodiac Words: Make a report, lecture, speech (Expanded, planned, and prepared)
Written speech
Express thoughts with the help of words (Random, expansion, planning)
Internal speech
Talking to yourself, asking and answering questions or not speaking (Concealed, strategic)
thinking
Thinking and its qualities
Concepts and characteristics of thinking
Concept: Thinking is the general and indirect reflection of the essential attributes and internal connections of objective things.
Features
Indirectness: through medium (such as archaeology, doctors take pulses)
Generalization: Definition/conclusion
Basic Form
concept
judge
reasoning
Inductive reasoning
To be specific
Deductive reasoning
Generally to special or specific
The quality of thinking
Horizontality is wide, verticality is deep Being alone and criticizing yourself Being smart will change, being quick Logic and rigor are the center
Broadness and depth
Broadness: Comprehensive thinking about problems (all aspects)
See both trees and forests
Deepness: See the essence through phenomena
Deliberately think about it, hit the nail on the head, break the casserole to ask the bottom
Independence and Criticality
Independence: Not hinted, no one follows others
Critical: Not easily affected by one's emotions and preferences
Flexibility and agility
Flexibility: Flexible thinking, learn from one example and change
Agility: fast and accurate
Logic and rigor
Logic is the central link of thinking quality and a concentrated reflection of all thinking qualities.
Cultivation of good thinking quality
A clever note: The master's words are true,
1. Strengthen the training of scientific thinking methods
2. Use heuristic methods to mobilize the enthusiasm and initiative of learning thinking
3. Strengthen verbal communication training
4. Give full play to the positive role of the trend
5. Cultivate students' thinking quality to solve practical problems
Types of thinking
Rely on the nature of objects, tasks, development level and ways to solve problems
Intuitive action thinking (action/operation/practice thinking)
Specific image thinking
Abstract logical thinking
Dividing based on daily experience or theory
Experience thinking
Theoretical thinking
Based on the conclusions, whether there are clear thinking steps and clarity and logic of consciousness in the thinking process
Analytical thinking
Intuitive thinking
Directionality according to thinking
Aggregational thinking
Find commonality/concentration/convergence/convergence thinking
Divergent thinking
Difference/dispersion/radiation thinking
Creation according to the degree of thinking
Recreative thinking
Regular/habitual thinking
Creative thinking
Learning concepts
What is a concept
Mastering scientific concepts (remembering)
1. Use sensory materials as the basis for conceptual mastery
2. Make rational use of past knowledge and experience
3. Provide conceptual examples, use positive examples and counter examples, and use appropriate comparisons
4. Highlight relevant features, control the number and intensity of irrelevant features, and make correct and full use of "variant"
5. Use language to express correctly and clarify the essential characteristics of the concept
6. Form a correct conceptual system and apply it to practice
Conceptual transformation and its influencing factors
General thinking process
Analysis, synthesis, comparison, classification, abstract, generalization, systematization, concreteness
Creative thinking
concept
feature
Novelty and unique
The crystallization of multiple thinking (divergent thinking is the core)
Active participation in creative imagination
Inspiration state
stage
Preparation period
Collect and organize information
Brewing period
Being processed and reorganized
Breaking period
Suddenly enlightened (inspiration)
Verification period
Correct, supplement, and improve
Cultivating creative thinking ability
back
1. Use heuristic teaching to protect students' curiosity, stimulate students' curiosity, cultivate creative motivation, and mobilize students' enthusiasm and initiative in learning
2. Cultivate students' divergent thinking and combine divergent thinking with concentrated thinking
3. Develop students' creative imagination
4. Organize creative activities and correctly evaluate students' creativity
5. Open creative courses to teach students creative thinking strategies and training methods
Creation and invention classes, intuitive thinking classes, divergent thinking training classes, speculation and hypothesis training classes, Self-design training class, assumption class, side-oriented thinking training class
Shit straight, push me to imagine
6. Carry out creative thinking training based on the characteristics of each discipline
Osborne brainstorming method
Davis and Houtman's creativity training method
The development of students' thinking
Notice
Overview
Note and its functions
Concepts and features
Concept: Attention is the direction and concentration of psychological activities or consciousness to a certain object
Features: Directional, centralized
Pay attention to the basic structure of the process
Point, concentrate, transfer
Functions: Select, maintain, adjust and supervise (Clever note: choose cleaning)
Classification
Unintentional attention (not arbitrary attention) without predefined purpose and no will to work
Pay attention intentionally (attention at will) has a predetermined purpose and requires willful efforts
Pay attention after intentionality (note after randomness) has a predetermined purpose and no will to work
law
Pay attention to external performance (low frequency selection)
1. Adaptive movement: gaze up and listen with your eyes
2. Stop of motion irrelevant
3. Changes in breathing movement: breath holding phenomenon
Pay attention to the conditions for generation and maintenance (low frequency)
Conditions to attract unintentional attention
Objective conditions
Strength of stimulants (relative intensity)/intensity law
Comparative relationship/relationship law between stimuli
Activity and changes of stimuli/activity law
New opposite sex/new differential law of stimuli
Subjective conditions
Need at that time
The special emotions at that time
Direct interest at that time
Individual knowledge and experience
Basic characteristics (quality)
stability
Pay attention to the length of time that remains on an object or activity
Opposite quality
Pay attention to the ups and downs (note the shaking) Pay attention to periodically not jumping randomly in a short period of time
Distraction of attention (distraction) Attention is drawn to something unrelated when it is left to the task that should be completed.
Broadness
Also called the scope of attention, such as: ten lines at a glance
distribute
Like on one side... on the other side... Play and sing, singing and dancing
Transfer
First... Then... Actively divert attention according to the new task
application
Use the rules of attention to organize teaching (memorize)
1. Understand students' listening status based on external performance of attention
2. Use unintentional attention to organize teaching (short answer)
① Create a good teaching environment
② Pay attention to the use of speeches, blackboard writing skills and teaching aids
Clever: Creating the Performance
③ Pay attention to the organization of teaching content and the diversification of teaching forms
3. Use the rules of intentional attention to organize teaching
Clarify the purpose and tasks of learning
Cultivate indirect interests
Organize classroom teaching reasonably to prevent students from being distracted
Clever: Willful Newbie
Use various teaching methods
4. Use two rules of attention to mutual conversion to organize teaching
Cultivate good attention quality in the teaching process (short answer)
① Enhance the stability of attention and prevent distraction from attention.
② To expand the breadth of attention, students need to accumulate corresponding knowledge and experience and have certain qualities.
③The allocation of attention has practical significance in teaching.
④ The transfer of attention is related to the innate neural activity type of person, but it can also be improved and improved through control of external factors and acquired training.
Students' attention development
Primary school students
Lower graders do not intend to take precedence
The intentionality of attention is from passive to active
Primary school students pay attention to the breadth and stability of girls than boys
Second grade of primary school is a turning point in the development of attention to distribution ability
Middle school students
Intentional attention ultimately replaces unintentional attention dominance in junior high school
Inadvertently paying attention to reaching the peak of development in the second grade of junior high school—a phenomenon of subject bias
3. Emotional and emotional processes
Emotional and emotional development and education
Emotions, emotions and their rules
Concepts and relationships
concept
relation
the difference
mood
Primitive and low-level are related to physiological needs, both human and animal.
Situational, volatile.
Impulsiveness, obvious external manifestations (such as anger and a thriller)
emotion
Successor, advanced, related to social needs and unique to humans.
Stability and durability.
Inwardly, deep
connect
Emotion is the basis of emotions and an external manifestation. Emotion is the essential content of emotions.
Type (single choice)
mood
Passion
An explosive, violent and short-lived emotional state
Like thunder, trembling, dancing, and thrilling
Mind state
Weak, long-lasting, with diffuse emotional state.
For example: Those who are worried will be worried when they see it, and those who are happy will be happy when they see it. People feel refreshed when they are happy.
Stress
A rapid and highly nervous emotional state caused by unexpected urgency.
Natural disasters and man-made disasters, nervousness before exams and before speeches. Emergency is born with wisdom (positive) On the spot to test (negative)
emotion
A sense of morality
Ethical standards
Beauty
Aesthetic standards, appreciation of art
A sense of reason
Know things and seek cherishing. Curiosity and desire for knowledge
Function
adapt
Adapt to survival and development
motivation
Tension and anxiety are conducive to problem solving
organize
Positive Negative
Signal
Implemented by expression
healthy
Anger hurts the liver, joy hurts the heart, and thought hurts the spleen
Infect
Resonance, empathy
Self-defense mechanism (example understanding)
1. Deny
deny
2. Suppress
Unacceptable ideas are suppressed into the unconscious
3. Rationalization
Art and make excuses.
Sour grapes: What you can't get is said to be bad.
Sweet Lemon: Say something bad yourself is good.
4. Move
Unconsciously transfer the emotions of one object, etc. to another object. (Kicking cat effect)
5. Projection
Promote others by yourself
6. Reverse form
Show your heart with opposite attitudes and behaviors
7. Retreat
Such as: old stubborn child
8. Overcompensation
9. Foreclosure
For example: Broken bowls on New Year's Eve say peace every year
10. Sublimation
The most active and constructive
11. Humor
12. Identification
Emotional regulation and guidance
Emotional regulation strategy (understand by yourself)
Avoidance and proximity strategies (situation selection strategies)
Control and correction strategies
Pay attention to the conversion strategy
Cognitive reassessment strategy
Expression inhibition strategy
Reasonable expression strategy
Teachers’ guidance on students’ emotional regulation (memory)
Cathognomy Ask for Mana
1. Teach students to form appropriate emotional states
2. Enrich students' emotional experience
3. Guide students to view problems correctly
4. Teach students how to regulate emotions
Cognitive regulation method (such as teacher talks)
Reasonable catharsis method (self-relieving)
Will regulation method (sublimation)
Transfer attention method
Humor method
5. Improve students' emotional regulation ability through actual exercise
The emotional and emotional development of primary and secondary school students
Primary school students
Middle school students
Cultivation of good emotions among primary and secondary school students
Observe emotional intelligence and know
1. Cultivate the proletariat's outlook on life and world
2. Enrich students' emotional experience through various channels
3. Cultivate a wide range of interests and hobbies, and learn to appreciate and accept
4. Improve emotional intelligence level, establish good interpersonal relationships, and be lenient to others
5. Targeted adjustment of bad emotions
Will and Education
Will and its qualities
concept
Refers to the psychological process of people consciously determining their goals, consciously adjusting and controlling their actions based on their goals, motives, and striving to overcome difficulties and achieve their goals.
feature
A unique and conscious action to determine the destination
Overcoming internal and external difficulties is the most important feature
Based on random movement
law
The relationship between will and the process of cognition
The process of understanding is the premise and basis for the formation of will
Will has a counterproductive effect on the process of cognition
The relationship between will and emotional processes
Emotion can become the driving force of will and can also become a resistance
quality
A clever note: Homemade nuts
consciousness
Aware of the purpose and meaning of your actions (suggestive, arbitrary)
Decisive
Take decisions quickly and reasonably (indecisive, hasty and arbitrary)
Homemade
Be good at controlling and controlling your emotions and restraining your words and deeds. (willful, cowardly)
Today's work is finished today, tomorrow's song
Toughness
Indomitable and overcome difficulties (shakeful, stubborn)
The process of will action
Preparation phase
1. Motivation Struggle
Double Trend Conflict
Double avoidance of conflict
Avoid conflict
Multiple conflict avoidance
2. Determine the target
3. Choose action methods and formulate action plans
Execution decision phase (key steps)
The development of will
Primary school students
Middle school students
Cultivation of willpower quality (rear)
Shepherds see a wrong model
1. Strengthen the purposeful education of life, establish a scientific world outlook, lofty ideals and beliefs, cultivate the purposefulness of students' behavior, and reduce the blindness of their actions.
2. Strengthen training education and cultivate students' self-control ability.
3. Organize practical activities to exercise students' will in difficult environments, so that students can gain direct experience in will training
4.Educate students to treat setbacks correctly
5. Take different exercise measures according to the differences in students' will quality
6. Give full play to the exemplary role of teachers, classes and role models, and give necessary disciplinary constraints
7. Strengthen self-exercise and start with small things
Frustration Education
An overview of frustration
Frustration situation, frustration awareness and frustration behavior
The manifestation after setbacks
positive
Repeated attempts to act
Adjust targets
sublimation
compensate
negative
Attack behavior
Solid execution as
Degenerate behavior
Daydream
Rebellion
compromise
Self-comfort
Self-decoration (self-decoration)
Shift the blame
4. Personality Psychology
Needs, motivations and interests
Need an overview
The concept of need
A lack or imbalanced state
Features: objectivity, tension, hierarchy
Maslow's Hierarchy of Needs
Maslow (US) divided the needs into five levels according to the order of the appearance of needs in the early days, and then added two more.
1. From strong to weak, from low to advanced as needed
1. Physiological needs: the most basic, primitive needs, the most powerful needs
2. Security needs: protection and threats
3. The need for belonging and love: social needs, being accepted, cared for, and paid attention to by others or groups, etc.
4. The need for respect: the pursuit of social values, self-esteem and the need for respect by others
Missing required
5. The need to seek knowledge: the need to explore, understand and solve problems in oneself and the surrounding world
6. Aesthetic needs: symmetry, order, complete structure, perfect behavior, etc.
7. The need for self-realization: the highest level of needs
Growth needs
2. Loss needs are necessary for individual survival and must be met to a certain extent
3. Low-level needs must be partially met before the pursuit of higher-level needs will occur.
4. The need for growth is a need that will never be fully satisfied
Motivation Overview
concept
Psychological tendency or internal drive to stimulate and maintain the action of the organism and toward a certain goal
type
Physiological motivation, social motivation
Generate conditions
Inner needs, external inducement
Function
Activate, point, maintain and regulate (enhanced)
Overview of interests
type
Directly divided into direct interests and introduction interests
According to the content of interest, material interests and spiritual interests
Based on the breadth of interest, central interests and broad interests
It can also be divided into individual interests and situational interests
quality
Broadness The size of the scope of interest, wide or not
Directionality, that is, targeted
Stability Interest in the continuous stability of things
Efficacy means that it can actively promote people's activities and improve activity efficiency.
Cultivate and stimulate learning interests
Living water light years knows translation
1. Develop students' interests through various activities
2. Arouse students' interest in learning by improving teaching level
3. Guide students to combine broad interests with central interests
4. Improve students' interest in learning based on their age characteristics
5. Cultivate students' interest in learning based on their knowledge base
6. Strengthen students' interests through positive evaluation
7. Make full use of the migration of original interests
ability
Ability and its type
What is ability
Personalized psychological characteristics that directly affect people's activity efficiency and promote the smooth completion of activities
Ability, talent and genius
Several related abilities are combined together called talents
The high development of talent is a genius
The relationship between ability, knowledge and skills
connect
1. Ability is the prerequisite for mastering knowledge and skills.
2. Ability is formed and developed in the process of mastering knowledge and skills.
3. The ability can be seen from the speed and quality of mastering knowledge and skills.
the difference
1. Ability and knowledge and skills have different levels of generalization.
3. The mastery of knowledge, skills and the development of ability are not synchronized. (High scores and low energy)
Structure of abilities (intellectual structure)
Intellectual (intelligent) structure
Flawless Note: Just remember lovesickness
Observation, memory, attention, imagination and thinking (core), creativity (expression of high intellectual development)
Spearman's Two-Factor Theory
Intelligence includes two factors: general factor (G factor) and special factor (S factor)
A person's intelligence depends on the number of G factors
Cartel's theory of intellectual form
Fluid intelligence (liquid intelligence)
Physiologically based cognitive ability is greatly affected by innate genetic factors.
It is mainly manifested in the rapid identification, memory, and understanding of novel things, which is the basic ability of human beings.
The development of a person's knowledge and skills is endless, while the development of ability has certain limits.
Related to age, the development peaks at the age of 20 and decreases after the age of 30
Crystal intelligence
Cognitive ability based on knowledge and experience is greatly affected by acquired experience
It is mainly manifested in the use of existing knowledge and skills to absorb new knowledge and problem-solving ability, which is related to education and culture.
Not closely related to age change
Gardner's Theory of Multiple Intelligence (Mind)
Main content
Gardner believes that there are seven relatively independent intelligences in the human intellectual structure, and the combination of these seven intelligences in humans is diverse.
Everyone's intellectual development level in different fields is not synchronized. Some people may be geniuses in one or two aspects, while others are fools.
Someone may have a very average intelligence, but if the various intelligences he possesses are cleverly combined, it may appear excellent when solving certain problems.
Seven kinds of intelligence
A clever note: Knowledge, understanding nature and existence in Chinese, mathematics, physical and music
1. Speech intelligence: speaking, reading, writing - writer, speaker
2. Logic-Mathematical Intelligence: Number Operations and Logical Thinking-Mathematician
3. Vision-Space Intelligence (US): Understanding the environment and distinguishing directions--Sculptors and architects
4. Musical intelligence: distinguishing sound and rhythmic expressions—composer, musician, music critic
5. Sports intelligence (physical): the ability to control the limbs to complete precision homework - dancers, athletes, surgeons
6. Interpersonal intelligence (social): the ability to get along well with others - salesmen, teachers, psychological counselors, politicians
7. Self-knowing intelligence (introspection): the ability to know yourself and choose the direction of life - philosopher and psychologist
Understanding nature - Archaeologists
Existence intelligence
Inspiration to the current teaching reform in our country
1. Positive and optimistic view of students
2. The scientific view of intelligence
3. Teaching concept of teaching according to aptitude
4. Diverse views on talents and talents
Stenberg's theory of ternary intelligence
Analytical intelligence, creative intelligence, practical intelligence
General Ability Test Overview
Intelligence Test
Bina Simon Intelligence Scale
Bina Simonfa, the earliest intelligence test, wisdom age
Stanford-Bina Scale
To Meng (US), the most widely used and most accomplished intelligence test, ratio IQ
IQ (IQ) = [intelligent age (MA) ÷actual age (CA)] × 100
Weishi Intelligence Scale
Wicks Scale: Distance IQ (can be compared with peers)
IQ=100 15Z Z (standard score) = [X (test score) - average score of the same age] ÷ SD (standard deviation)
Intelligence test criteria
Reliability
Refers to how reliable a test scale is (trustworthy)
Consistency: ① One test before and after the test, the results are consistent ② One test test two groups with the same level, the results are consistent
Validity
Refers to the effectiveness and accuracy of a test tool that wants to measure a certain behavioral characteristic (can you measure what you want to measure)
standardization
The most basic requirements for psychological tests
The relationship between reliability and validity
Reliability is a necessary condition for validity, but not a sufficient condition.
High validity, certainly high reliability
Low validity, may have high reliability (can be high or not)
Low reliability, impossible to be high
High reliability, high efficiency or low
Factors that affect the formation and development of abilities
1. Genetics and Nutrition—Material Foundations and Biological Prerequisites
2. Early experience, "prenatal education" and "early education"
3. Education and Teaching——Take the Lead
4. Social practice "Implementation of energy"
5. Subjective effort-inner motivation
Cultivation of students' abilities
A clever memory Learn about marriage early and get wisdom
1. Focus on cultivating students' early abilities
2. In teaching, we must strengthen the learning and training of knowledge and skills.
3. In teaching, students should be taught in accordance with their aptitude for different abilities.
4. Actively cultivate students' metacognitive ability and creative ability in teaching
5. Social practice activities are the basic way to cultivate students' abilities
6. Pay attention to non-intellectual factors (emotional intelligence) in cultivating students
Temperament and character
temperament
The concept of temperament
Temperament and character. It is formed innately, without good or bad.
Theory of temperament
Four temperament types and characteristics
Hippocrates Galen Perfect
Biliary quality (Zhang Fei)
Energetic, consistent in appearance, strong Impulsive, rough, easy to act emotionally
Poly-blooded (Wang Xifeng)
Quick response, active and social Be shallow in friendship, change in strange thoughts
Mucus (Sha Monk)
Stabilizing, down-to-earth, calm and patient Firm, lack of vitality, insufficient flexibility
Depressive (Lin Daiyu)
Sharp, profound experience, gentle appearance Cowardly, lonely, slow to act, sentimental
Temperament type theory
Pavlov
Unrestrained (exciting), strong, imbalanced—birth
Lively (flexible), strong, balanced, flexible—multi-blooded
Quiet (inflexible), strong, balanced, inflexible—mucus
Weak type (inhibited type), weak - depression type
Thomas Chez's temperament type
Easy-type - stable, more active
Slow type (slow type) - chronic, withdrawal, and more negative
Difficulty – it’s hard to adapt, sensitive, nervous, negative
character
Character and structure
concept
A good or bad
structure
feature
Attitude characteristics
Attitude to people and things
Will characteristics
Overcome difficulties and fight hard
Emotional characteristics
Emotional stability, durability, etc.
Reason characteristics
Cognitive characteristics, perception, memory, imagination and other processes
Features (see by yourself)
The relationship between personality and temperament
connect
All are stable personality traits
mutual penetration, restrain each other, influence each other
the difference
1. Temperament is greatly affected by physiology, and personality is greatly affected by society
2. Strong temperament stability and strong character shaping
3. Temperament characteristics are expressed earlier and personality characteristics are expressed later
4. There is no distinction between good and bad temperament, but there is no distinction between good and bad personality
Factors that affect character formation and development
1. Genetics
2. Family environment
3. School education
4. Individual Practice
Cultivation of students' excellent character (memory)
A clever note: Observe the form and practice the force of fingering
1. Strengthen education on outlook on life, world and values
2. Timely strengthen students' positive behavior
3. Make full use of role models and role models
4. Use collective education power
5. Provide opportunities for actual exercise
6. Provide timely individual guidance
7. Improve students' self-education ability