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近几年来,非智力因素教育问题,开始从学校波及到家庭,这意味着对未来一代培养教育的全面发展观正在进一步深化,是学校教育、社会教育和家庭教育范畴中所出现的十分可喜的现象。今年以来,本刊就重视儿童成长中的非智力因素问题,陆续发表了几位专家的文章,受到有关教育工作者和广大家长的重视。最近,本刊记者金马笔访了上海师范大学李伯黍教授,请他就一系列有关问题著专文谈了自己的看法:他认为:一、从孩子的心理活动分析,学习包括两个方面:一是感觉——思维——创造,称作认知思维;二是兴趣——情感——意志,属于意向活动。如果在发展孩子的智力时,只着重于前一过程,就是只重视智力因素教育,而忽视后一种活动,就是不注重非智力因素教育,那么发展智力就会受到很大的限制。二、个性品质教育与非智力因素教育的本质区别是:前者主要是培养孩子在对待社会、对待劳动、对己、对人的态度中以及如何采取行动中表现出良好的倾向;后者主要是培养孩子充分发挥那些有助于智力发展的辅助因素。三、对孩子进行非智力因素教育,一般说来,从幼儿时期就可以开始。帮助孩子把兴趣的培养同勤于思索和远大目标结合起来,激起孩子情感上的共鸣,增强孩子的信心,则是实施非智力因素教育可供参考的几种主要方法。
In recent years, the issue of education on non-intelligence factors has started to spread from school to the family. This means that the all-round development concept of educating future generations is further deepened. It is a gratifying remark in the fields of school education, social education and family education phenomenon. Since the beginning of this year, the magazine has placed emphasis on the non-intelligence factors in the growth of children and published articles by several experts one after another, which are highly valued by educators and parents. Recently, our reporter Jinma paid a visit to Professor Li Bo-meng from Shanghai Normal University and asked him to talk about his own views on a series of related issues: In his opinion: First, from the analysis of children’s psychological activities, learning includes two aspects: First, Feeling - thinking - to create, known as cognitive thinking; second is the interest - emotion - will, belonging to the intention of activity. If we only focus on the education of intellectual factors while neglecting the latter kind of activity when focusing on the previous process when we develop our children’s intelligence, we will not limit themselves to the education of non-intelligence factors, so the development of intelligence will be greatly restricted. Second, the nature of quality education and non-intelligence education is essentially the difference between the former is: the former is mainly to train children in the treatment of society, to work, to ourselves, to the attitude of the people and how to take a good tendency; the latter is mainly Foster children to give full play to those supporting factors that contribute to intellectual development. Third, non-intelligence education of children, in general, from early childhood can begin. Helping children to cultivate their interests with diligence and lofty goals, arouse their emotional resonance and enhance their child’s confidence are some of the main ways to implement non-intelligence education.