教师资格考试中学教育知识能力考点归纳(3)（teacher qualification test, secondary school education, knowledge, competence, test site induction (3)）

教师资格考试中学教育知识能力考点归纳3（TEACHERQUALIFICATIONTEST,SECONDARYSCHOOLEDUCATION,KNOWLEDGE,COMPETENCE,TESTSITEINDUCTION3）THETEACHERQUALIFICATIONEXAMOFMIDDLESCHOOLEDUCATIONKNOWLEDGEHAVECONCLUDED3THEDEVELOPMENTOFEDUCATIONANDTHETHIRDSECTIONEDUCATIONCANCULTIVATETHETALENTNEEDSOFTHECOMMUNITY,THEIMPORTANTPOINTISTOSEEWHETHERITFOLLOWSTHELAWOFDEVELOPMENTOFHUMANEDUCATIONANDHUMANDEVELOPMENTISTHEMUTUALRESTRICTIONRELATIONSONTHEONEHANDEDUCATIONPLAYSALEADINGROLEINTHEINDIVIDUALSPHYSICALANDMENTALDEVELOPMENTPROCESSONTHEOTHERHAND,BUTALSORESTRICTSTHEEDUCATIONBYLAWOFINDIVIDUALPHYSICALANDMENTALDEVELOPMENT,PHYSICALANDMENTALDEVELOPMENTOFINDIVIDUALSTATEEDUCATIONISTHEBASISOFBEHAVIORFIRST,THEINDIVIDUALPHYSICALANDMENTALDEVELOPMENTATHECONCEPTOFINDIVIDUALPHYSICALANDMENTALDEVELOPMENTTHEINDIVIDUALPHYSICALANDMENTALDEVELOPMENTREFERSTOTHEWHOLELIFEPROCESSASAWHOLEININDIVIDUALCOMPLEXFROMTHEBEGINNINGOFLIFETOTHEENDOFLIFETHEPROCESSOFCHANGING,ESPECIALLYREFERSTOTHEPHYSICALANDMENTALCHARACTERISTICSOFINDIVIDUALSTOCHANGETHEACTIVEPEOPLESPHYSICALANDMENTALDEVELOPMENTINCLUDESTWOASPECTSONEISTHEPHYSIOLOGICALDEVELOPMENT,ALSOKNOWNASTHEPHYSICALDEVELOPMENTTHEDEVELOPMENTOFINDIVIDUALBODYENHANCEMENTINCLUDINGNORMALDEVELOPMENTANDPHYSICALBODYTWOASPECTSTHENORMALDEVELOPMENTOFANORGANISMINVARIOUSORGANS,INCLUDINGTHEHEALTHYGROWTHOFVARIOUSBODYSYSTEMSITISTHEINDIVIDUALPHYSIQUECONDITIONANDMAINCONTENTSTHENORMALDEVELOPMENTOFTHEPHYSICALENHANCEMENTANDHELPTHEBODYTWOPROMOTEEACHOTHER,MUTUALCONNECTION,INTHEACTUALACTIVITIESBECOMEONETHETWOISPSYCHOLOGICALDEVELOPMENTREFERSTOTHEDEVELOPMENTOFHUMANSPIRIT,INCLUDINGTHEDEVELOPMENTOFTHETWOASPECTSOFCOGNITIONANDINTENTIONCOGNITIVEDEVELOPMENTREFERSTOTHEDEVELOPMENTOFPERCEPTION,MEMORY,THINKINGANDOTHERASPECTSOFTHEINTENTIONDEVELOPMENTREFERSTOTHEDEVELOPMENTOFNEEDS,INTEREST,EMOTIONANDWILLETCTHEPHYSICALDEVELOPMENTANDPSYCHOLOGICALDEVELOPMENTARECLOSELYLINKEDPHYSICALDEVELOPMENTISTHEMATERIALBASISOFPSYCHOLOGICALDEVELOPMENT,PSYCHOLOGICALDEVELOPMENTALSOAFFECTSTHEDEVELOPMENTOFPHYSIOLOGYTWOSPECIALPEOPLESPHYSICALANDMENTALDEVELOPMENT1PEOPLEARESOCIALPEOPLE,ISDEVELOPINGINASOCIALENVIRONMENTINTHESOCIALENVIRONMENT,NOTONLYTHEEXISTENCEOFADIFFERENTNATURE,ANDEACHINDIVIDUALWITHDIFFERENTDEGREEOFCONTACTOFVARIOUSGROUPS,BUTALSOTHEEXISTENCEOFHUMANCREATIONANDCREATIVETOOLSINDIVIDUALSONLYPARTICIPATEINSOCIALPRACTICEINORDERTOSURVIVEANDDEVELOPMENT,INORDERTOPLAYTOTHEIRPOTENTIAL,ANDINTOTHEDEVELOPMENTOFREALITYHASTHEFUNCTIONOF2PEOPLESPHYSICALANDMENTALDEVELOPMENTPEOPLEHAVETHEABILITYTOUNDERSTANDANDTRANSFORMTHEOUTSIDEWORLD,ITHASMADEPEOPLEBEYONDTHEANIMALWORLDPEOPLEHAVETOUNDERSTANDANDTRANSFORMTHEIRABILITIESPEOPLEWITHSELFCONSCIOUSNESS,TOACERTAINSTAGEOFDEVELOPMENTOFPEOPLEHASTHEABILITYTOPLANTHEIROWNFUTUREANDCREATECONDITIONSFORFUTUREDEVELOPMENTTHEINITIATIVECANPLAYBETTER,ISANIMPORTANTFACTORINTHEDEVELOPMENTOFAPERSONCANREACHAHIGHERLEVELTHREEANDTHEREASONTHATTHEINDIVIDUALSPHYSICALANDMENTALDEVELOPMENT1INTHEORYINTHEINTERNALNEEDSOFTHEGENERALEMPHASISONPEOPLESPHYSICALANDMENTALDEVELOPMENTOFPOWERISMAINLYDUETOTHEIRPHYSICALANDMENTALDEVELOPMENTTHEORDERISDETERMINEDBYTHEMECHANISMOFPHYSICALANDMENTALMATURITYNAMELYHUMANINDIVIDUALPSYCHOLOGICALDEVELOPMENTISCOMPLETELYNATURALFACTORSINHERENTWITHINTHEPREDETERMINEDBYTHEINDIVIDUAL,PSYCHOLOGICALDEVELOPMENTISTHEESSENCEOFNATURALFACTORSACCORDINGTOTHEIRINTRINSICPURPOSEORDIRECTIONOFTHESHOWEXTERNALCONDITIONSCANONLYAFFECTTHEINHERENTLAWOFDEVELOPMENT,BUTCANNOTCHANGETHERHYTHMINVIEWOFTHENATURALANDMATURETHEORY,PREFORMATIONISM,GENETICDETERMINISMTHISVIEWTHEPOSITIVESIGNIFICANCELIESINATTACHINGIMPORTANCETOPEOPLESINTERNALNEEDSANDHUMANINHERENTDEVELOPMENTMECHANISMWEAKNESSISTHEONESIDEDEMPHASISONTHEIMPORTANCEOFINTERNALFACTORSFORINDIVIDUALDEVELOPMENT,ANDIGNORETHEEXTERNALFACTORSTHATINFLUENCEPEOPLEANDINDIVIDUALSUBJECTIVEINITIATIVEMENCIUSISREPRESENTATIVEOFANCIENTCHINAINTHEORY,HETHOUGHTTHATHUMANNATUREISGOOD,ALLTHINGSAREINMYHEART,THEREISTHENATUREOFHUMANCOMPASSION,SHAME,HUMILITY,ISTHEFOUREND,THISISTHEROOTOFBENEVOLENCE,RIGHTEOUSNESS,PROPRIETY,WISDOMFOURBASICCHARACTEROFTHEPEOPLE,ASLONGASTHEGOODSELFCULTIVATION,SEEK,THESEQUALITIESCANBEDEVELOPEDAUSTRIAPSYCHOANALYTICSCHOOLFOUNDERFREUDBELIEVESTHATTHESEXUALINSTINCTISTHEMOSTBASICNATURALINSTINCT,ITISTOPROMOTETHEDEVELOPMENTOFHUMANPOTENTIAL,UNCONSCIOUS,THEMOSTFUNDAMENTALREASONTHECONTEMPORARYAMERICANSOCIOLOGIST“WILSONBIOLOGICALGENEDUPLICATIONASALLTHEESSENCEOFPOWERDETERMINESTHEPEOPLEANDTHEAMERICANPSYCHOLOGISTGESELLSTRESSEDTHEDECISIVEROLE,MATUREMECHANISMFORTHEDEVELOPMENTOFPEOPLEHEBELIEVESTHATPEOPLEDECIDEDBYGENESEQUENCEIFYOUWANTTOPASSTHEEXTERNALEDUCATIONTRAININGABILITYFORMEDINFRONTOFTHEMATUREGRABSOMESCHEDULEISINEFFICIENTOREVENFUTILEGESELLNOTONLYTHATTHEHUMANBODYFUNCTIONDEVELOPMENTPROGRAMISRESTRICTEDBYTHEGROWTHRULE,ANDALLOTHERABILITIES,INCLUDINGTHEGROWTHRULEBYMORALITY“2EXTERNALMOTIVATIONTHEORYEXTERNALIZATIONTHEORYANDINTHETHEORYONTHECONTRARY,THEESSENCEOFINDIVIDUALPSYCHOLOGICALDEVELOPMENTISTHEENVIRONMENTALIMPACTOFTHERESULTSTHEENVIRONMENTALIMPACTDETERMINESTHELEVELANDFORMOFINDIVIDUALPSYCHOLOGICALDEVELOPMENTTHISVIEWISALSOCALLEDTHEPSYCHOLOGICALDEVELOPMENTOFENVIRONMENTALDETERMINISM,SHAPINGTHEORYOREXPERIENCETHEORYETCTHEBASICVIEWOFEXTERNALIZATIONTHEORYBELIEVESTHATHUMANDEVELOPMENTMAINLYRELYONEXTERNALFORCES,STIMULATIONANDENVIRONMENTALREQUIREMENTS,SUCHASTHEIMPACTOFOTHERSANDSCHOOLEDUCATIONTHEFOCUSOFCONCERNISTHEEXTERNALIZATIONOFHUMANLEARNINGLEARNWHATANDHOWTOLEARNEFFECTIVELYREPRESENTATIVEOFCHINASANCIENTEVILISXUNZI,HEBELIEVESTHATTHEHUMANFACTORITSELFISTHENEEDTOREFORMTHEBRITISHPHILOSOPHERROCK“WHITEBOARD“ISTHEEXTERNALIZATIONOFATYPICALREPRESENTATIVEHETHINKSTHEHUMANMINDISLIKEAWHITEBOARD,WHICHITSELFHASNOCONTENTCANANYONEAPPLYEXTERNALFORCESDETERMINESTHEHUMANDEVELOPMENTSITUATIONANOTHERREPRESENTATIVEOFTHEUNITEDSTATESISTHEEXTERNALIZATIONOFBEHAVIORALPSYCHOLOGISTATWAHSON,HEONCESAIDGIVEHIMAHEALTHYBABY,REGARDLESSOFTHEIRANCESTORS,HECANTRAINTHEMTOBEFROMTHELEADERTOTHETHIEFANDOTHERTYPESOFPEOPLEHETHINKSENVIRONMENTANDEDUCATIONISTHEONLYCONDITIONOFPSYCHOLOGICALDEVELOPMENTEDUCATIONISEVERYTHINGSKINNERWAHSONINHERITEDTHEENVIRONMENTALDETERMINISM,THATAPERSONSBEHAVIORANDPERSONALITYCANBECOMPLICATEDBYTHEEXTERNALREINFORCEMENTORPUNISHMENTMEANSTOCULTIVATEANDCHANGE,CONTROLORCORRECTION3MULTIFACTORINTERACTIONTHEORYACCORDINGTODIALECTICALMATERIALISM,HUMANDEVELOPMENTISTHEINTERNALFACTORSSUCHASGENETICQUALITY,MATUREBODYMECHANISMANDEXTERNALENVIRONMENTEXTERNALSTIMULUSINTENSITYANDTHELEVELOFSOCIALDEVELOPMENTANDINDIVIDUALCULTURALBACKGROUNDINTERACTIONINTHEINDIVIDUALACTIVITIESINTHEWHOISTHEMAINPRACTICEACTIVITY,ACTIVEPARTICIPATIONOFTHEINDIVIDUAL,THEINDIVIDUALDEVELOPMENTCANNOTBEACHIEVEDSUBJECTIVEANDOBJECTIVECONDITIONSINSIMILARCIRCUMSTANCES,THEEXTENTOFINDIVIDUALINITIATIVE,HASADECISIVESIGNIFICANCEFORTHEDEVELOPMENTOFPEOPLEFOURTHEGENERALRULESOFINDIVIDUALPHYSICALANDMENTALDEVELOPMENTTHEORDEROFTHE1INDIVIDUALPHYSICALANDMENTALDEVELOPMENTINDIVIDUALPHYSICALANDPSYCHOLOGICALDEVELOPMENTHASACERTAINORDERINTHEWHOLEANDINDIVIDUALPROCESSANDCHARACTERISTICSOFPHYSICALANDMENTALDEVELOPMENTALSOHASACERTAINORDERCHILDRENFROMBIRTHTOADULTHOOD,THEIRPHYSICALANDMENTALDEVELOPMENTISFROMLOWTOHIGHANDFROMQUANTITATIVETOQUALITATIVECHANGESINTHECONTINUOUSDEVELOPMENTPROCESSFOREXAMPLE,THEPHYSICALDEVELOPMENTFOLLOWSFROMTOPTOBOTTOM,FROMTHEMIDDLETOTHELIMBS,MUSCLESFROMBONESTOSEQUENTIALDEVELOPMENT,PSYCHOLOGICALDEVELOPMENTISALWAYSAMECHANICALMEMORYTOMEMORY,THINKINGFROMTHECONCRETETOABSTRACTTHINKING,FROMTHEGENERALTOTHEPASSIONSEMOTIONALSENSE,MORALSENSE,AESTHETICANDOTHERCOMPLEXEMOTIONSINTHEEDUCATIONOFTEENAGERS,MUSTFOLLOWTHECONCRETETOABSTRACT,FROMTHESHALLOWERTOTHEDEEPERFROMSIMPLETOCOMPLEX,FROMALOWERLEVELTOAHIGHERORDERGRADUALLYMOVEFORWARD,NOT“PUSHTHEM“,OTHERWISEITCANNOTRECEIVETHEDESIREDEFFECT,ANDEVENDAMAGETHEIRPHYSICALANDMENTALTHE2STAGEOFINDIVIDUALPHYSICALANDMENTALDEVELOPMENTINDIVIDUALSSHOWEDGENERALCHARACTERISTICSOFDIFFERENTPHYSICALANDMENTALDEVELOPMENTANDTHEMAINCONTRADICTIONINDIFFERENTSTAGESOFDEVELOPMENTFACEDWITHDIFFERENTTASKSTHISISTHESTAGEOFPHYSICALANDMENTALDEVELOPMENTADJACENTSTAGESAREREGULARLYREPLACEDDURINGTHESAMEPERIODTHEDEVELOPMENTISMAINLYTHENUMBEROFCHANGES,AFTERAPERIODOFDEVELOPMENT,FROMQUANTITATIVETOQUALITATIVECHANGE,ANDDEVELOPMENTLEVELHASREACHEDANEWSTAGETHEAGECHARACTERISTICSOFPHYSICALANDMENTALDEVELOPMENTOFYOUNGPEOPLEISTHECHARACTERISTICSOFFORMATIONINDIFFERENTAGESTAGESOFDEVELOPMENTINGENERAL,TYPICALANDESSENTIALOFCOURSE,BETWEENTHEDIFFERENTSTAGESOFDEVELOPMENTAREINTERRELATED,ASTAGEAFFECTSTHENEXTSTAGEOFDEVELOPMENTDIRECTIONCHOICE,SOTHELIFEOFEACHSTAGEFORHUMANDEVELOPMENTNOTONLYHASTHISSTAGESIGNIFICANCE,BUTALSOHASTHEMEANINGOFTHEWHOLELIFETHEIMBALANCEOF3INDIVIDUALPHYSICALANDMENTALDEVELOPMENTTHEIMBALANCE,REFERSTOTHECONTINUOUSPROCESSOFDEVELOPMENTTHEUNIFORMMOTIONANDSPEEDOFTHEPHYSICALANDMENTALDEVELOPMENTOFCHILDRENISNOTCOMPLETELYCONSISTENTWITHTHETIME,INDIFFERENTAGES,THEDEVELOPMENTSPEEDANDLEVELTHEREISOBVIOUSDIFFERENCEGENERALLY,THENEWBORNBORNFIRSTYEARANDADOLESCENT13,14L5,16YEARSOLD,ISATWOPERIODOFRAPIDDEVELOPMENTOFPHYSICALANDMENTALDEVELOPMENTOFCHILDRENIMBALANCEALSOREFERSTOTHEBODYINTHEPROCESSOFCHILDRENSDEVELOPMENTANDPSYCHOLOGICALDEVELOPMENTISNOTFULLYCOORDINATEDANDUNIFIEDPHENOMENONTHEOVERALLDEVELOPMENTOFCHILDREN,ISTHEPSYCHOLOGICALMATURITYBEFOREPHYSIOLOGICALMATURITYTEENAGERSONTHEIRPHYSICALDEVELOPMENT,HASBEENVERYCLOSETOTHEADULTLEVEL,ANDTHEIRPSYCHOLOGICALMATURITY,BUTMUCHLOWERTHANADULTSBUTINASPECIFICASPECT,THEREMAYBEPSYCHOLOGICALABILITYISNOTCONTROLLEDBYPHYSIOLOGICALMATURITYCONDITIONSFOREXAMPLE35YEARSOLDCHILDRENSLANGUAGEABILITYANDMEMORYABILITY,AREOFTENBETTERTHANTHEADULTLEVELAPERIODOFDEVELOPMENTOFTHEDIFFERENTPHENOMENONFROMDIFFERENTASPECTSOFBODYANDMINDMOREANDMOREPSYCHOLOGISTSATTENTIONPSYCHOLOGISTSPUTFORWARDTHEKEYDEVELOPMENTPERIODORTHEBESTOFTHECONCEPTTHESOCALLEDCRITICALPERIODOFDEVELOPMENTREFERSTOTHEPHYSICALORPSYCHOLOGICALASPECTSOFAFUNCTIONANDABILITYARETHEMOSTSUITABLEFORMATIONPERIODDURINGTHISPERIOD,ONONEASPECTOFINDIVIDUALTRAININGCANGETTHEBESTEFFECTTHECOMPLEMENTARITYOFTHE4INDIVIDUALPHYSICALANDMENTALDEVELOPMENTTHECOMPLEMENTARYRELATIONSHIPOFINDIVIDUALPHYSICALANDMENTALDEVELOPMENTOFEACHPART,ITFIRSTREFERSTOABODYOFTHEFUNCTIONOFDAMAGEDORMISSING,CANBECOMPENSATEDBYOTHERASPECTSOFSUPERNORMALDEVELOPMENTIFTHEBLINDTHROUGHHEARING,TOUCH,SMELLANDOTHERASPECTSOFTHEEXTRAORDINARYDEVELOPMENTOFCOMPENSATIONTHEPARTSOFTHEBODYARECOMPLEMENTARYPOSSIBLEINTHEABSENCEOFCERTAINASPECTSOFTHEIROWNCANSTILLPROVIDETHECONDITIONSANDENVIRONMENTCOORDINATIONANDCONTINUEDSURVIVALANDDEVELOPMENTCOMPLEMENTARITYEXISTSBETWEENPSYCHOLOGICALANDPHYSIOLOGICALFUNCTIONTHEEMOTIONALSTATEOFTHEPOWEROFTHEHUMANSPIRIT,THEWILL,THEBODYCANPLAYAREGULATORYROLETOHELPPEOPLEOVERCOMETHEDISEASEANDDEFORMITY,MAKEBODYANDMINDISSTILLDEVELOPINGONTHECONTRARY,IFAPERSONSPSYCHOLOGICALABILITYISPOOR,LACKOFSELFADJUSTMENTABILITYANDSTRONGWILLSO,EVENIFNOTVERYSERIOUSILLNESSORSUFFERINGWILLKNOCKHIMOUTINDIVIDUALDIFFERENCESININDIVIDUALPHYSICALANDMENTALDEVELOPMENTOF5INDIVIDUALDIFFERENCESEXISTINDIFFERENTLEVELSFROMTHEPOINTOFVIEW,ASTHEFIRSTMANIFESTATIONOFGENDERDIFFERENCESITISNOTONLYTHENATUREOFTHEDIFFERENCES,INCLUDINGAGENDERBRINGSTHEPHYSIOLOGICALFUNCTIONANDSOCIALSTATUS,ROLES,COMMUNICATIONBETWEENGROUPSSECONDLY,INDIVIDUALDIFFERENCESINALLASPECTSOFPHYSICALANDPSYCHOLOGICALSTRUCTURETHEREISSOMEDIFFERENCEINTHELEVELOFDEVELOPMENT,SOMEDIFFERENCESINTHEPSYCHOLOGICALFEATURESOFTHEWAYTHATIS,DIFFERENCESINTHEINDIVIDUALLEVELOFDEVELOPMENTISNOTONLYDUETODIFFERENCESININNATEQUALITIES,THEINHERENTFUNCTIONOFTHEINDIVIDUALEFFECTOFEFFORTITISAFFECTEDBYTHEENVIRONMENTANDTHEDEVELOPMENTOFTHESUBJECTINTHEPROCESSOFDEVELOPMENTANDTHELEVELOFSELFCONSCIOUSNESSANDSELFCHOICEDIRECTIONTHEDIFFERENCEBETWEENINDIVIDUALCHARACTERISTICSOFRESEARCHINEDUCATIONEDUCATIONSHOULDBE“INDIVIDUALIZED“,“LONGLOSTGOODSAVE“FIVEEDUCATIONSHOULDADAPTTOTHEPHYSICALANDMENTALDEVELOPMENTOFYOUNGCHILDREN1EDUCATIONSHOULDADAPTTOTHEORDERANDTHESTAGESOFINDIVIDUALDEVELOPMENTEDUCATIONMUSTPROCEEDFROMTHEACTUALSTUDENTSFORSTUDENTSOFDIFFERENTAGEPUTFORWARDDIFFERENTTASKS,TAKEDIFFERENTEDUCATIONCONTENTSANDMETHODSACCORDINGTOTHEACTUALSITUATIONOFDISTINCTIONITMUSTBEPOINTEDOUTTHATINORDERTOADAPTTOTHEEDUCATIONANDSTAGESOFHUMANDEVELOPMENTDOESNOTMEANTHATEDUCATIONSHOULDGIVESTUDENTSTHEEXISTINGLEVELOFDEVELOPMENT,ORLOWEREDUCATIONALSTANDARDSANDREQUIREMENTSEDUCATIONMUSTCONSTANTLYPUTFORWARDTOACCEPTBUTHIGHERTHANITSCURRENTLEVELOFREQUIREMENTSTOTHESTUDENTS,TOPROMOTETHEIRDEVELOPMENTTHEFORMERSOVIETPSYCHOLOGISTVIGGOJKIPROPOSEDTHETHEORYOF“ZONEOFPROXIMALDEVELOPMENTANDITISSUMMARIZEDINTHEPRACTICEOFEDUCATION“TOJUMPPICKAPEACH“EXPERIENCE,AREWORTHLEARNING2EDUCATIONSHOULDADAPTTOTHEUNBALANCEDDEVELOPMENTOFINDIVIDUALSTHEIMBALANCEOFINDIVIDUALDEVELOPMENTTELLSUSTHEKEYPERIODOFDIFFERENTQUALITYOFPEOPLEHASITSDEVELOPMENTANDTHEBESTPERIODEXERTEDUCATIONALINFLUENCEINTHECRUCIALPERIOD,CANPLAYAMULTIPLIEREFFECT,MISSEDTHECRITICALPERIODOFEDUCATION,OFTENSHIBEIGONGBANTHEREFORE,EDUCATIONMUSTADAPTTOTHEIMBALANCEOFHUMANDEVELOPMENTINTHEKEYPERIODOFTHEDEVELOPMENTOFTHEQUALITYTOPROMOTETHEDEVELOPMENTOFEDUCATION,THEQUALITYOFTHE3EDUCATIONSHOULDADAPTTOTHEDEVELOPMENTOFINDIVIDUALSTABILITYANDVARIABILITYTHESTABILITYOFTHEINDIVIDUALDEVELOPMENTOFEDUCATIONMUSTGRASPTHECHARACTERISTICSANDRULESOFDIFFERENTAGESTAGESINGENERAL,RELATIVELYSTABLEASTHEDEVELOPMENTOFTEACHINGOBJECTIVES,TEACHINGCONTENT,TEACHINGMETHODSOFARRANGEMENTANDORGANIZATIONFORMOFTHEOBJECTIVEBASISFORPLANNING,STRENGTHENTHEEDUCATIONANDTEACHINGWORK,ELIMINATERANDOMANDSPONTANEOUSTHEDEVELOPMENTOFINDIVIDUALVARIABILITY,THEACTUALSITUATIONANDREQUIREMENTSOFEDUCATORSOFTENUNDERSTANDANDGRASPTHECHILDRENSPHYSICALANDMENTALDEVELOPMENTMAKEFULLUSEOFTHEPOTENTIALANDPOSSIBILITYOFITSDEVELOPMENT,ADJUSTTHETEACHINGPLANANDEDUCATIONMEASURES,WITHPHYSICALANDMENTALDEVELOPMENTOFEDUCATIONALCONDITIONS,SOLVETHESTUDENTS“FOOD“AND“EAT“CONTRADICTIONTOPROMOTETHEDEVELOPMENTOFSTUDENTS4EDUCATIONSHOULDADAPTTOTHEINDIVIDUALDIFFERENCESANDINDIVIDUALDEVELOPMENTOFTHESTUDENTSACCORDINGTOTHEINDIVIDUALDIFFERENCESINHUMANDEVELOPMENT,EDUCATIONMUSTBEINDIVIDUALIZED,GIVEFULLPLAYTOTHEPOTENTIALOFEACHSTUDENTANDPOSITIVEFACTORSACCORDINGTOTHESELECTIONOFSUITABLEANDEFFECTIVEEDUCATIONWAYSANDMEANS,SOTHATEACHSTUDENTCANGETTHEMAXIMUMDEVELOPMENT5EDUCATIONSHOULDADAPTTOTHECOMPLEMENTARITYOFTHEINDIVIDUALDEVELOPMENTPROMOTETHEDEVELOPMENTOFTHEHUMANPERSONALITYTHEEMOTIONALSTATEOFTHEPOWEROFTHEHUMANSPIRIT,THEWILL,THEBODYCANPLAYAREGULATORYROLE,TOHELPPEOPLEOVERCOMEDIFFICULTIESANDDISEASE,MENTALANDPHYSICALDEVELOPMENTARESTILLTHEREFORECULTIVATESELFCONFIDENCEANDHARDWORKISANIMPORTANTCONTENTOFQUALITYEDUCATIONTWOFACTORSAFFECTINGPEOPLESPHYSICALANDMENTALDEVELOPMENTANDITSEFFECTAGENETICTHEGENETICEFFECTSOF1OFINDIVIDUALDEVELOPMENT1THECONCEPTOFGENETICQUALITYINHERITANCEISAPHYSIOLOGICALCHARACTERISTICSINHERITEDFROMTHEPREVIOUSANATOMICALCHARACTERISTICS,SUCHASBODYSTRUCTURE,MORPHOLOGY,ANDSENSORYNERVOUSSYSTEM,ALSOCALLEDGENETICQUALITY2GENETICSIGNIFICANCETHEGENETICQUALITYISTHEPREMISEOFPEOPLESPHYSICALANDMENTALDEVELOPMENT,PROVIDESTHEPOSSIBILITYFORTHEINDIVIDUALSPHYSICALANDMENTALDEVELOPMENTBUTTHEGENETICQUALITYISAPARTOFPEOPLESINNATEQUALITIES,NOTALLTHEREARESOMEDIFFERENCESINTHEEFFECTSOFGENETICQUALITYOFPHYSICALANDMENTALDEVELOPMENTOFPEOPLEINDIVIDUALDIFFERENCESINGENETICQUALITYNOTONLYORGANFEELINGINTHEBODY,BUTALSOINTHEFORMOFNEURALACTIVITY,THETHEPROCESSOFTHEDEVELOPMENTOFTHEAGECHARACTERISTICSOFGENETICQUALITYRESTRICTSTHEYOUNGGENERATIONOFPHYSICALANDMENTALDEVELOPMENTGENETICQUALITYHASADEVELOPMENTPROCESS,ITSDEVELOPMENTANDCHANGESOFSTRUCTUREANDFUNCTIONINTHEPERFORMANCEOFVARIOUSORGANSOFTHEHUMANBODYONTHEONLYWHENTHEPHYSICALDEVELOPMENTHASACERTAINCONDITION,ITMAYPROVIDEFORLEARNINGCERTAINKNOWLEDGEANDSKILLSTHEGENETICROLEINTHEDEVELOPMENTOFAPERSONISNOTEXAGGERATEDTHEDEVELOPMENTOFGENETICQUALITYCANNOTBEBOOKEDORDECISION,DONTEXAGGERATETHEROLEOFGENETIC,GENETICDETERMINISMGENETICASTHEONLYFACTORTHATDETERMINESTHEDEVELOPMENTOFPEOPLEANDTHEYTHINKTHELIVINGCONDITIONOFTHESOCIETYANDTHEROLEOFEDUCATIONISTOREALIZETHEONLYDELAYORACCELERATEGENETICABILITYTHEGENETICQUALITYHASPLASTICITYASTHEENVIRONMENT,EDUCATIONANDPRACTICEACTIVITIES,THEGENETICQUALITYOFTHEPEOPLEWILLGRADUALLYCHANGEANEURALACTIVITYINGENETICQUALITYISSTRONGANDBALANCED,FLEXIBLEPERSON,INABADENVIRONMENTANDEDUCATION,ALSOCANBECOMEWEAKANDSIMILARNEURALACTIVITYISNOTBALANCED,NOTFLEXIBLEANEURALACTIVITYINGENETICQUALITYBELONGSTOSTRONGANDBALANCED,FLEXIBLEPERSON,INAGOODEDUCATION,ITWILLBECOMEACONSERVATION,VERYDISCIPLINEDPERSON2RIPEFORTHEDEVELOPMENTOFTHEINDIVIDUALINFLUENCE1THECONCEPTOFMATURITYINEDUCATION,REFERSTOAMATUREINDIVIDUALDEVELOPMENTSTATUSOFCHILDRENREFERSTOTHEINDIVIDUALPSYCHOLOGICALANDPHYSIOLOGICALFUNCTIONANDABILITYTOCOMPLETETHESTAGE,WHICHHASACHILDRENSGROWTHANDDEVELOPMENTFORADULTSTHEMAINSIGNSAREWITHREPRODUCTIVEPHYSIOLOGY,HASTHEINDEPENDENTSENSEOFSELFPSYCHOLOGY2THEMEANINGOFMATURITYTHEDEGREEOFMATURITYANDTHECHARACTERISTICSOFTHEHUMANBODYARERESTRICTEDBYTHEPHYSICALANDMENTALDEVELOPMENTITISOFACERTAINAGESTAGEOFPHYSICALANDMENTALCHARACTERISTICSANDPROVIDEAPOSSIBLELIMITMATUREROLEALSOCANNOTBEIGNOREDINTHINKING,EMOTION,PERSONALITYANDOTHERSENIORPSYCHOLOGICALACTIVITIESGESELLTHROUGHTHETWINSTAIRCLIMBINGEXPERIMENTPRESENTSTHEMATUREDEVELOPMENTOFTHEINDIVIDUALDECISIONTWOENVIRONMENTTHECONCEPTOFTHEENVIRONMENT1ALLEXTERNALFACTORSOFINDIVIDUALPHYSICALANDMENTALDEVELOPMENTENVIRONMENTREFERSTOTHEINDIVIDUALLIFEACCORDINGTOTHEENVIRONMENT,CANBEDIVIDEDINTOTHEENVIRONMENTREFERSTOTHEOVERALLNATURALENVIRONMENTANDSOCIALENVIRONMENT,SUCHASACOUNTRYORAREGIONANDSMALLENVIRONMENTDIRECTCONTACTWITHINDIVIDUALNATURETHEENVIRONMENTANDSOCIALENVIRONMENTASAFAMILY,ASCHOOLTHEINFLUENCEOFTHEINDIVIDUALMOREDIRECTLY,SOEDUCATORSMOREFOCUSONTHESMALLENVIRONMENT2EFFECTSOFENVIRONMENTONINDIVIDUALDEVELOPMENTTHEDEVELOPMENTENVIRONMENTOFTHEEFFECTISVERYOBVIOUS,THISEARLYSTUDYINANCIENTCHINAMOTSEPROPOSED“STAINEDWITHGRAYISPALEYELLOW,WITHYELLOW“MENGMUSANQIAN“ISTHEANCIENTSEDIFICATIONONTHEENVIRONMENTTHEENVIRONMENTALIMPACTONINDIVIDUALPERFORMANCEINTHEFOLLOWINGASPECTS1PROVIDEVARIOUSPOSSIBILITIESFORTHEDEVELOPMENTOFTHEINDIVIDUAL,INCLUDINGOPPORTUNITIES,CONDITIONSANDOBJECTS2THEENVIRONMENTALIMPACTONTHEINDIVIDUALDEVELOPMENTOFPOSITIVEANDNEGATIVEPOINTS3INANENVIRONMENTTHATISNOTPASSIVETHREEINDIVIDUALINITIATIVETHEINDIVIDUALSUBJECTIVEINITIATIVEISTHEPOWEROFPEOPLESPHYSICALANDMENTALDEVELOPMENTONLYTHEOBJECTIVEREQUIREMENTSOFTHEEXTERNALENVIRONMENTINTOTHENEEDSOFTHEINDIVIDUAL,INORDERTOPLAYTHEEFFECTOFENVIRONMENTANDEDUCATIONCHARACTERISTICS,INDIVIDUALPHYSICALANDMENTALDEVELOPMENTOFTHEBREADTHANDDEPTHOFTHEINITI