Answers to educational psychology questions

As long as you briefly understand the theories of the three masters, it will be easily explained.

Freud’s psychoanalytic theory believes that to be a human being, first of all, he is a biological organism. Since a human being is first of all a biological entity, then the fundamental driving force of all human activities must be biological. Instinct impulses, and the core impulse among instinct impulses is the impulse of reproductive instinct (that is, sexual instinct or sexual desire instinct). From birth to aging, all behavioral motives of a person are sexual in nature and are governed by sexual instinctive impulses. That is pansexuality. Psychoanalytic theory points out that there is a potential behind sex, which often drives people to pursue pleasure. This potential is called libido, also known as sexual power.

Freud used the satisfaction of sexual impulses in different parts of the body as a standard and divided personality development into five stages. His theory of personality development is also called the psychosexual stage development theory.

Oral stage: from birth to about 1 year old. During this period, infants and young children mainly use oral activities such as sucking, biting and swallowing to satisfy their instinctive and sexual needs.

Anal stage: around 2-3 years old. The satisfaction of children's sexual desires during this period mainly comes from the anus or defecation process.

Phallia stage: around 4-5 years old. The differentiation of children's sexual physiology during this period leads to psychological differentiation. Children show great interest in genitals, and their sexual needs are concentrated on the sexual organs themselves. They get satisfaction not only from playing with their sexual organs, but also from their imagination. During this period, boys will experience the "Oedipus complex" (Oedipus complex), and for girls, they will experience the "Electra complex" (Electra complex).

Latency stage: around 6 years old to 12 years old. During this period, children's interests turn to the outside world, participating in school and group activities, entertainment and sports with peers, developing same-sex friendships, satisfaction from the outside world, curiosity and knowledge satisfaction, entertainment and sports, etc.

Reproductive stage (genital stage): 13 to 18 years old. Beginning after puberty, when the sexual organs mature, sexual needs are satisfied from the relationship between the sexes, and a mate is chosen in a guided manner, becoming a more realistic and socialized adult.

If it were Freud, he would analyze it this way: This is Tintin's Oedipus complex at work. He wants to replace his father and get his mother. At his current age, as long as he does it Doing what Dad did will replace him.

Piaget’s research on children’s moral cognition has received widespread attention, and his theory of children’s moral cognition development has been generally recognized. Moral cognition refers to an individual's understanding of social behavioral norms and moral norms. Piaget used dual stories containing moral judgments to study children aged 4-12. Based on the research results, he divided the development of moral cognition in childhood into the following three stages:

Pre-moral stage

The pre-moral stage is the stage before moral judgment, and children can only directly accept the results of their actions.

Heteronomous moral stage

Heteronomy means that the standard of moral judgment is governed by value standards other than the child's own. Its characteristics:

(1) Children believe that rules and norms are set by authoritative figures and cannot be changed, and must be strictly followed

(2) Only the evaluation of good or bad behavior is based on Based on the consequences, not on the motivations of the actors.

Self-discipline moral stage

Self-discipline means that children’s moral judgments are governed by their own subjective value standards, that is, external moral standards are internalized within themselves. The main characteristics of this stage are:

(1) Recognize that rules are relative and can be changed. Rules are created by people based on mutual cooperation and can be modified according to the wishes of the majority.

(2). The basis for judging the quality of behavior focuses on subjective motives or intentions, not just consequences.

Operation is one of the main concepts of Piaget's theory. Operations here refer to mental operations. What is arithmetic? Operations are actions, which are internalized, reversible, have conservation premises, and have logical structures. With operations as a symbol, the developmental stages of children's intelligence can be divided into pre-operational stages and operational stages; the former can then be divided into the sensorimotor stage and the representational stage; the latter can be divided into the concrete operation stage and the formal operation stage. Piaget divided children's intellectual development from birth to 15 years into four stages of development.

(1) Sensory-motor stage (from birth to about 2 years old)

(2) Pre-operational stage (2-7 years old)

And sensorimotor stage In comparison, the intelligence of children in the pre-operational stage has made a new qualitative leap. In the moving movement stage, children can only think about the things they currently feel through actual actions. In the middle and late stages of the stage, they form permanent awareness of objects and have the earliest internalized actions. By the preoperational stage, the permanent awareness of objects is consolidated and actions are largely internalized. With the rapid development and initial improvement of language, children frequently use representational symbols (linguistic symbols and symbolic symbols) to replace external things and pay attention to external activities. Children begin to get rid of specific actions and use symbolic formats to carry out "representational representations" in their minds. Sexual thinking", so this stage is also called the stage of representational thinking.

In the preoperational stage, children's internalization of actions is of great significance. To illustrate internalization, Piaget gave an example: Once, Piaget took his 3-year-old daughter to visit a friend. Piaget's friend also had a little boy over 1 year old who was placed in a baby The baby was playing alone in the playpen. During the play, the baby suddenly fell to the ground, and then cried angrily and loudly. At that time, Piaget's daughter was surprised to see this scene and murmured in her mouth. Three days later, at his home, Piaget discovered that the 3-year-old girl seemed to have fallen down several times, just like the 1-year-old boy. However, she did not cry angrily because of the fall, but giggled. In a happy mood, she experienced the fun of the "game" she had seen three days ago. Piaget pointed out that the little boy's fall three days ago had obviously been internalized in his daughter's mind.

In the process of representational thinking, children mainly use the symbolic function and substitution function of symbols (including linguistic symbols and symbolic symbols) to internalize things and actions in their minds. Internalizing things and actions does not mean simply accepting them all and forming a photograph or copy. Internalization is actually re-constructing what you have experienced through sensorimotor movements in your own brain, discarding irrelevant details (for example, in the above example, Pia's daughter did not cry in anger because she fell) to form a representation. Internalized actions are mental actions rather than specific physical actions. The emergence of internalization is a major progress in children's intelligence.

(3) Concrete operational stage (7~11 years old)

If it were Piaget, he would analyze it like this: Four-year-old Tintin is in the heteronomous moral stage and the pre-operational stage . The former is manifested in the fact that Tintin completely imitates his father's behavior, believing that his father represents a strict standard. The latter is manifested in Tintin's repeated repairing behavior, which is a representational thinking process. Repetition is the process of reconstructing the repairing action in the brain, and ultimately internalizing the body's actions into thoughts.

Erickson proposed the social psychological development theory of personality, dividing psychological development into eight stages, pointing out the special social psychological tasks of each stage; and believed that each stage has a special contradiction, The smooth resolution of conflicts is a prerequisite for the healthy development of personality.

The eight stages are:

The first stage is to obtain basic trust and overcome basic distrust. The period from birth to about 18 months is the infancy period. This is the stage where basic trust is gained and basic distrust is overcome. The so-called basic trust means that the baby's needs are consistent with the satisfaction of his needs from the outside world. At this stage, the baby expresses trust in the mother or other agents. The baby feels that the environment he is in is a safe place and the people around him can be trusted, which will expand to trust in ordinary people.

If a baby does not receive care and attention from the people around him, he will be afraid and suspicious of the outside world, especially the people around him, which will affect the smooth development of the next stage.

The second stage is to gain a sense of autonomy and avoid doubt and shame.

Childhood is from eighteen months to three or four years old. This is the stage of gaining a sense of autonomy and avoiding feelings of doubt and shame. In the first stage, the individual is in a state of strong dependence, and everything is taken care of by adults. In the second stage, children begin to have independent requirements, such as wanting to dress, eat, walk, pick up toys, etc., and they begin to explore the world around them. At this time, if parents and other adults who take care of them allow them to independently do some things within their capabilities and praise them for the work they have completed, they can cultivate their willpower and enable them to gain a sense of autonomy and be able to control themselves. Own.

On the contrary, if adults love them too much and take care of everything without them having to do anything; or if they are too strict, neither this nor that is allowed, and if they make the slightest mistake, they will be rudely reprimanded or even corporally punished. For example, if a child accidentally breaks a cup or wets his pants, adults will beat and scold him. This will cause the child to experience many failures, which will lead to feelings of self-doubt and shame.

The third stage is to gain a sense of initiative and overcome guilt.

Four to five years old is the preschool period. This is the stage of gaining a sense of agency and overcoming feelings of guilt. The individual's muscle movement and speech abilities develop rapidly at this stage. They can participate in running, jumping, riding a bicycle and other sports, can speak some coherent words, and can expand their activities beyond the scope of the family. In addition to imitating behavior, the individual is full of curiosity about the surrounding environment (including his own body), knows his own gender, and knows whether the animal is male or female. He often asks about this and moves about that. At this time, if adults do not obstruct children's curiosity and exploratory behavior, let them have more opportunities to participate in various activities freely, and patiently answer various questions raised by them, instead of ridiculing; banning, let alone blaming. Then, the child's initiative will be further developed; showing great enthusiasm and enterprising spirit. On the contrary, if parents adopt a negative and suppressive attitude towards children, they will make them think that their games are bad, the questions they ask are clumsy, and they are annoying in front of their parents; this will cause children to feel guilty and failure. (The so-called guilt is the belief that one has done something wrong or bad). This sense of guilt and failure will also affect the next stage of development.

The fourth stage is to gain a sense of diligence and avoid a sense of inferiority.

The period from six to eleven or two years old is the early school age.

This is the stage of gaining a sense of diligence and avoiding feelings of inferiority. The intelligence of early school-age children is constantly developing, especially their logical thinking ability is developing rapidly. The questions they ask are wide and have a certain depth. Their abilities are also developing day by day, and the activities they participate in have expanded to the society beyond the school. At this time, the people who have the greatest influence on them are no longer their parents, but their peers or neighbors, especially teachers in school. They are very concerned about the structure, use and properties of objects, and are also interested in tool technology. If these aspects can receive support, help and praise from adults, it can further strengthen their sense of diligence and make them further interested in these aspects. Erikson advised parents not to regard their children's diligent behavior as troublesome, otherwise the children will develop a sense of inferiority and think they are inferior to others. They should encourage their children to work hard to succeed, complete tasks hard, and stimulate their sense of diligence and competition. They should also encourage them to do their best to connect with the people around them and have social interactions, making them believe that they are capable, smart, and can do well in anything, even if they are participating in If you are running a race, you will also think that you are running very fast. In short, it gives them a sense of accomplishment.

The fifth stage is to gain a sense of identity and overcome identity confusion.

The period from eleven or twelve years old to seventeen or eight years old is adolescence. The core issue at this stage is the determination of self-awareness and the formation of self-role.

The concept of "identity" is an important part of Erikson's self-development theory, and it has a very broad meaning. It can be understood as the unity of society and the individual, the unity of the individual's subject and self, the individual's understanding of his historical mission and his subjectivity. The unity of desire; it can also be understood as the understanding of one's past, present and future, that is, the ability to fully realize that the subject of consciousness and action is oneself under any circumstances, or to be able to grasp oneself, that is, the "real self" , can also be called the "core self".

Teenagers have new observations and new ways of thinking about the world around them. They often think about what kind of person they are. They learn from the attitudes of others towards them and from the various social roles they play. , gradually recognized himself. At this time, they gradually alienated their parents, freed themselves from their dependence on their parents, and established close friendships with their peers, thereby further understanding themselves and developing an inner understanding of their past, present, and future. A sense of continuity and recognition of similarities and differences in appearance and personality between oneself and others. Understanding the relationship between one's present and future in social life is identity, that is, a sense of psychosocial identity.

Erickson believes that this sense of identity can help teenagers understand themselves and their relationships with various people, things, and things, so that they can successfully enter adulthood. Otherwise there will be confusion of identity. For example: doubting the consistency between self-perception and others' understanding of oneself; doing things carelessly and failing to see the relationship between hard work and achievement. Identity confusion is also manifested in not being able to see clearly the major similarities and differences between the leader and the led, and either holding opposite emotions or blindly obeying, etc. Confusion about identity can also occur when it comes to gender issues, and the identity and differences between the genders cannot be recognized.

The sixth stage is to gain intimacy and avoid loneliness

Early adulthood is from the age of seventeen or eighteen to thirty. This is the stage of building family life, this is the stage of gaining intimacy and avoiding loneliness. Intimacy is the close relationship between people, including friendship and love. The social meaning of intimacy is that individuals can share the joys and sorrows with others and care for each other. Intimacy in critical situations often develops into a feeling of mutual obligation, which is established in the process of jointly completing tasks.

If a person cannot share happiness and pain with others, cannot communicate thoughts and emotions with others, and does not care and help each other, he will fall into a painful situation of loneliness.

The seventh stage is to gain a sense of creativity and avoid "self-absorption"

This is middle age and adulthood, the stage of starting a family and starting a business. It’s about gaining a sense of creativity and avoiding the “self-absorption” phase. There are two possibilities for development at this stage. One possibility is to develop in a positive direction. In addition to caring for family members, individuals will also extend their care to other people in society and care about the happiness of the next generation and even future generations. They have the courage to create at work and pursue career success, rather than just satisfying personal needs; another possibility is to develop in a negative direction, the so-called "self-focus", which means they only care about the happiness of themselves and their families, regardless of the happiness of others. Difficulties and pains, even if there is creation, the purpose is entirely for self-interest.

The eighth stage is to gain a sense of perfection and avoid disappointment.

This is the old age, that is, the maturity stage. This is the stage of achieving a sense of perfection and avoiding a sense of disappointment. If there are more positive components than negative components in the first seven stages, they will converge into a sense of perfection in old age, and when you look back, you will feel that your life has been valuable and meaningful. On the contrary, if there are more negative elements than positive elements, you will feel disappointed and feel that you have lost many opportunities in your life and have gone in the wrong direction. If you want to start over, you will feel that it is too late and the pain will be unbearable, so you will have -. A feeling of despair, listlessness, and living carelessly.

Obviously, according to Erikson’s theory, Tintin is in the second and third stages. He likes to imitate, and has begun to have the need for independence. He is curious about everything, mainly in learning by himself. Fixing things, even if they break, brings great satisfaction and joy.

/view/15720.htm?fromtitle=Freud&fromid=122581&type=syn#3_1

/view/1170608.htm?fr=aladdin

/view/1498642.htm?fromtitle=Erickson&fromid=2236485&type=syn