Question 2: What are the aspects of self-knowledge and your basic situation in all aspects? Self-analysis and self-analysis refers to a rational, profound and comprehensive analysis of self-knowledge, which is more profound than self-introduction (the most basic content of self-introduction can be omitted) and also contains self-evaluation content. Self-analysis is very necessary for everyone. People are constantly changing and making progress, and self-analysis should also be constantly updated. The ancients said, "Know your enemy and know yourself, and you will win every battle." However, "knowing yourself" should be the primary task. Self-analysis, similar to self-analysis and self-study, is a logical analysis and comparison listed by a person in order to further understand himself, including his own advantages and disadvantages (mainly to understand his shortcomings). Make corresponding analysis results, and then formulate corresponding countermeasures. Self-improvement is constantly carried out through regular or irregular self-analysis.
Question 3: What aspects does the evaluation of patients' cognitive level include? The level of intelligence, perception and memory.
Question 4: What are the contents of self-cognition? Self-cognition is also called self-consciousness, or self-awareness, which is an individual's awareness of his own existence, including his own behavior and psychological state.
Self-cognition is the insight and understanding of oneself, including self-observation and self-evaluation. Self-observation refers to the awareness of one's own perception, thinking and intention; Self-evaluation refers to the judgment and evaluation of one's own thoughts, expectations, behaviors and personality characteristics, which is an important condition for self-regulation.
principle
The individual's self-awareness, or the formation of consciousness, comes from the individual's response to the external environment through memory and thought. Therefore, individuals will not have self-awareness before forming memories. Memory is the foundation of all thoughts, and self-knowledge is an individual's response to the environment above thoughts. When a person's memory and thoughts reach a certain level, such as thinking and imagination completely from the brain, the individual's self-awareness will be stronger. This I exist, I possess, I need, and I want to strengthen the individual's self-awareness through thinking and imagination until the end of the individual organic life. Therefore, self-cognition is a continuous development process from the beginning of brain memory to the disappearance of memory.
There will be a development process of individual's cognition of self's existence, behavior and psychology. At first, it was vague, so children would often make them do some dangerous behaviors and things out of curiosity. At this time, their self-awareness is rather hazy. After continuous trial and error, deepening memory and thinking and learning, the existence of the self-body is gradually mature. Only then will you be conscious of your own behavior, distinguish between dangerous and safe behaviors, and then decide whether to do it. Finally, it is the cognition of self-psychology. Generally speaking, it takes a person's thinking and imagination to reach a certain level before he can have this ability to detect self-psychological changes. It is the beginning of self-psychological cognition that individuals begin to distinguish the differences between personal physical behavior and psychological behavior.
Knowing yourself and evaluating yourself realistically are important prerequisites for self-regulation and personality improvement.
Question 5: What are the main contents of the cognitive status assessment of the elderly? The World Health Organization defines health as: health means not only the absence of diseases and physical defects, but also a complete physical and psychological state and good social adaptability. This definition reveals the essence of human health and points out several aspects involved in health. Therefore, when nursing staff assess the health of the elderly, they should consider comprehensively, not only to deal with the existing problems, but also to prevent the occurrence of potential problems. The contents of health assessment for the elderly mainly include physical health, mental health, social function and quality of life assessment that comprehensively reflects these three functions.
Question 6: What elements should be included in the evaluation of emotional attitudes and values? From the perspective of students' all-round development, the new curriculum standard points out that "in the past, curriculum standards focused on students' cognitive development level, but now, the function of the curriculum has shifted from simply emphasizing knowledge and skills to paying attention to students' learning processes and methods, emotional attitudes and values." Knowledge and skills are not to be ignored in teaching. They are the premise for students to master the learning process and methods, and also the basis for students to form positive emotions, attitudes and values. Curriculum standards describe knowledge and skills with the clearest possible behavioral verbs. Knowledge goal requires "understanding", "understanding" and "application". The specific description of "understanding" is speaking, reciting, identifying, enumerating and repeating. The specific description of "understanding" is understanding, explanation, induction, summary, sorting, etc. The specific description of "application" is design, defense, writing, testing, planning and promotion. Skill objectives require "imitation", "independent operation" and "migration". The concrete description of "imitation" is simulation, reproduction, illustration, copying, expansion (contraction) writing, etc. The specific description of "independent operation" is completion, formulation, solution, drawing, attempt, etc. The specific description of "migration" is contact, transformation, flexible use, and so on. In the past, the requirement of knowledge in the syllabus was "understanding, understanding and application"; Nowadays, the curriculum standard emphasizes students' "what they have experienced", "what they have experienced" and "what they have felt" at the same time, and has a process goal and an experiential goal. Experiential goals are divided into experience (feeling), reflection (identification) and comprehension (internalization). The specific description of "experience" is participation, search, communication, sharing, visit, inspection, etc. The specific description of "reflection" is compliance, acceptance, appreciation, concern, rejection, rejection, etc. The concrete description of "understanding" is formation, possession, establishment, love, persistence and pursuit. Through experiential goals, students are guided to take the initiative to participate, practice, think independently and explore cooperatively, so as to develop students' ability to collect and process information, acquire new knowledge, analyze and solve problems, and communicate and cooperate, and form good feelings, attitudes and values. Knowledge teaching is an important part of teaching, but it is not the only task of teaching, nor is it the fundamental purpose of teaching. The new curriculum not only pursues the quality of "knowledge and skills", but also advocates the perfection of "process and method". It is more important for students to master the learning process and methods than to get standard and correct answers. Method is ability, and method is a tool for people to benefit for life. Process is the media that produces value. Without process, there will be no cognitive development, and without process, there will be no sublimation of emotions, attitudes and values. Only in the process can students form a correct value orientation, cultivate a sense of social responsibility and form a correct world outlook and outlook on life; Students can learn how to be a man, how to survive and how to create. Emotion refers to the experience of people's attitude towards whether objective things meet their needs. For example, if learning meets the needs of students, then he will take a positive attitude and experience the feelings of love, pleasure and reverence; If it doesn't meet the needs of students, he will hold a refusal attitude, thus experiencing the feelings of hatred, anger and contempt. No matter how many emotional forms there are, most of them can be summed up as positive and negative or positive and negative. Emotion is a special form of human's reflection on objective reality, which is always accompanied by the occurrence and development of people's understanding of objective reality, and at the same time reacts to people's understanding process. In the process of learning, students often have different attitudes towards real objects and phenomena. Some phenomena make people happy, some phenomena make people miserable, some phenomena make people appreciate, some phenomena make people angry, and some phenomena make people excited, worried, sad and afraid. All these pleasures, pains, admiration, anger, excitement, boredom, sadness and fear are different forms of people's emotional experience and their subjective attitudes towards objective reality. They are all produced in students' practical activities, and at the same time, they in turn play an important role in students' practical activities. Attitude is a psychological and behavioral tendency of people to affirm or deny, approach or deviate, support or oppose something or an object. It includes people's emotional experience of the object, and their understanding and evaluation of the relationship between the object and their own needs and social significance. Attitude often leads to some corresponding action. Attitude has various manifestations in psychological activities. Attitude can be generated from a teacher, a class or a question, or it can point to ...... >; >
Question 7: What are the main contents of self-consciousness? Self-consciousness is a person's understanding and evaluation of himself, including his own psychological tendency, personality psychological characteristics and psychological process. It is precisely because people have self-awareness that they can control and adjust their own thoughts and behaviors and form a complete personality. Self-awareness refers to people's awareness of their physical and mental state and their relationship with the objective world. Self-awareness includes three levels: understanding of oneself and its state; Understanding of one's physical activity state; Understanding of one's own psychological activities such as thinking, emotion and will. Self-awareness is not only the consciousness and reflection of the human brain on the subject itself, but also the development of human beings can not be separated from the surrounding environment, especially the restriction and influence of the relationship between people, so self-awareness also reflects the relationship between people and the surrounding reality. Self-awareness is a unique reflection form of human beings and a major feature that distinguishes human psychology from animal psychology. Self-awareness plays a very important role in individual development. First of all, self-awareness is the condition for understanding external objective things. If a person doesn't know himself and can't distinguish himself from the surroundings, he can't know the external objective things. Secondly, self-awareness is the premise of people's consciousness and self-control, which can promote self-education. Only when people realize who they are and what they should do will they act consciously and self-disciplined. A person's awareness of his own strengths and weaknesses will help him develop his strengths, overcome his weaknesses and achieve positive results in self-education. Thirdly, self-awareness is a way to transform one's subjective factors, which enables people to constantly monitor, cultivate and improve themselves. It can be seen that self-awareness affects people's moral judgment and the formation of personality, especially the formation of personality tendency. Self-awareness mainly includes three psychological components: (1) self-awareness. Self-knowledge is the subjective self's understanding and evaluation of the objective self. Self-knowledge is one's own understanding of one's physical and mental characteristics, and self-evaluation is a kind of judgment made on one's own basis. Correct self-evaluation has great influence on one's psychological life and behavior. If the distance between the individual's estimation of himself and the objective evaluation of others in society is too wide, the relationship between the individual and the people around him will be out of balance, resulting in contradictions. For a long time, a stable psychological characteristic of self-fullness or inferiority will be formed, which will not be conducive to the healthy growth of the individual's psychology. Self-knowledge has a basic position in the system of self-awareness, which belongs to the category of "knowledge" in self-awareness. Its content is extensive and involves all aspects of itself. Self-awareness training for us focuses on three aspects: first, let our students know their physical characteristics and physiological conditions. Second, realize your position and role in the collective and society. Third, realize the inner psychological activity and its characteristics. Self-evaluation is the main component and symbol of the development of self-awareness, which is produced on the basis of knowing one's own behavior and activities and realized through social comparison. Because our self-evaluation ability is not high, it is often either too high or too low, and most of them are too high. Therefore, to improve our self-evaluation ability, you should learn to compare with your peers and make an evaluation through comparison. You should also learn to evaluate yourself with the help of other people's evaluation, and learn to evaluate yourself with a split point of view. Since self-evaluation is the core component of self-knowledge, it directly restricts self-experience and self-regulation, so the core of self-awareness training should be on the improvement of self-evaluation ability. (2) self-experience. Self-experience is the inner emotional experience caused by the subject's understanding of himself, and it is a subjective attitude I hold towards the objective me, such as self-confidence, inferiority, self-esteem, complacency, guilt and shame. Self-experience is often related to self-cognition and self-evaluation, and also to one's understanding of social norms and values. Good self-experience is helpful to the development of self-monitoring. Self-experience training for us is to make you feel self-esteem, self-confidence and pride, not self-abased, not proud, not complacent, and let us know how to feel guilty and ashamed of doing bad things as we grow older. (3) self-monitoring. Self-monitoring is one's own control over one's own behavior, thoughts and words, which is embodied in two aspects: one is to start the action, and the other is to stop the action, that is, to dominate a certain behavior and suppress the behavior that has nothing to do with it or hinders it. The purpose of self-awareness and self-experience training is to carry out self-monitoring, adjust one's behavior, make the behavior conform to the group norms and social moral requirements, adjust one's cognitive activities through self-monitoring and improve learning efficiency. In order to improve our self-monitoring ability ... > >
Question 8: What are the characteristics of1. Senior primary school students have initially formed a certain learning attitude, and with the awakening of subjective consciousness, they gradually have a selective and skeptical attitude towards teachers. After several years of training in collective life, I have become more accustomed to organized and conscious class life, and have begun to regard myself as a member of the group and attach importance to the public opinion and evaluation role of the class group. With the enhancement of autonomy and self-discipline, the sense of responsibility for learning and the collective has been further improved, and at the same time, a conscious and responsible attitude towards homework has gradually formed, and learning has begun to be recognized as an obligation, and a strong sense of learning motivation has emerged.
2. Cognitive development. In terms of attention, students' intentional attention has gradually developed and dominated, and the concentration, stability, breadth, distribution and transfer of attention have developed to varying degrees compared with junior students. In terms of memory, intentional memory has gradually developed and dominated, and abstract memory has developed, but the role of concrete image memory is still very obvious. In terms of thinking, students gradually learn to distinguish the essence and non-essence, the main and secondary contents of concepts, master the preliminary scientific definition, and learn to demonstrate logically independently, but their thinking activities still have a lot of concrete images. In terms of imagination, the students' imagination is growing rapidly and gradually conforms to the objective reality, while the creative elements are increasing.
3. The development of affection. The emotional content of senior primary school students is further expanded and enriched. They can gradually realize their emotional performance and possible consequences, and their ability to control and adjust their emotions is gradually strengthened. In terms of moral emotion, students are mainly based on specific social moral behavior norms, and at the same time, moral judgments based on internalized abstract moral concepts have begun to appear. In terms of will, consciousness, decisiveness, self-control and persistence have developed to some extent, but not significantly.
4. Development of personality. In terms of self-awareness, children's psychological activities and behaviors in early childhood are more dominated by situational factors and change greatly. Therefore, they cannot form a truly stable personality. After entering primary school, especially through learning adaptability training in the lower grades, they gradually grasp the relationship between individuals and others and form a collective consciousness, and students' self-awareness, moral concepts and moral behaviors gradually develop in this process. The self-awareness of senior primary school students is gradually deepening, and they gradually get rid of the dependence on external control. 105 has gradually formed an internalized code of conduct as the basis for supervising, regulating and controlling their own behavior, and has begun to shift from understanding and evaluating their superficial behavior to evaluating their internal quality more deeply. In addition, the moral motivation of students in this period is mainly to obey the rules of being an "honest child" and satisfy the hopes of others in order to win the approval of the society; His moral understanding is that he must respect other people's views or ideas, and his ideological tendency is that correct behavior is consistent with social interests.