I'm glad to answer your question. The following is my personal opinion, hoping to help you: people's quality mainly has the following characteristics: 1, and quality is the dialectical unity of congenital inheritance and acquired learning.
Innate endowment is the foundation of quality formation, and acquired environment provides opportunities for quality development, especially the educational environment with clear purpose and controlled influence plays a leading role in quality development. 2. Quality is the dialectical unity of relative stability and dynamic variability.
Quality generally refers to those relatively stable characteristics, that is, only relatively stable characteristics are called quality. However, quality is not static, but constantly changes and develops through the interaction with environment and education, which can be expressed through knowledge, ability and thought.
3. There are both uniformity and difference in quality. Everyone, as a human being in a general sense, has the same basic characteristics, which are manifested in basic components and structures such as physiology, psychology and personality.
But everyone has their own characteristics in specific forms of expression. Some people's personality shows that some factors are stronger than others, showing extroversion; And some people are weaker than others, showing introverted personality.
This puts different demands on education. Only by teaching students in accordance with their aptitude can we promote the development of students. 4. Quality is the unity of personality and group.
Group quality is composed of individual quality, and the quality of individual affects the quality of group. Group quality is the soil for the growth of individual quality, which has a great influence on individual quality, making individual quality deeply influenced by ethnic, regional, organizational, group and other cultures.
5. Quality is holistic. People's quality is a whole system, which is linked by various quality factors in some way.
The overall quality level depends not only on quality factors, especially the level of quality factors, but also on the rationality of the relationship between quality factors. The rationality of the overall structure has a great influence on the role of all quality factors, especially the quality factors.
What is quality? What are the main aspects? The classic definition of quality refers to the innate anatomical and physiological characteristics of human beings, that is, the characteristics of nervous system and brain and the characteristics of sensory organs, which are defined from the perspective of physiology and psychology. Judging from the quality composition of modern people, quality has extended to the fields of people's quality and social character.
To fully understand the concept of quality, we must examine it from the perspective of development, that is, from the aspects of naturalization and socialization of human beings. In the synchronous development of naturalization and socialization, people form a series of relatively stable physiological, psychological and social characteristics, which is quality.
At present, there are five definitions of quality: (1) factor theory-people's quality is composed of many factors such as morality, intelligence and physical strength; (2) Constitutionalism-human quality consists of natural physiological quality (congenital inheritance), social and cultural quality, acquired and psychological quality (personality); (3) Development theory-people's quality is formed by three stages of development: from the all-round development of the mind (observation, thinking, imagination, practical ability, etc. ) to the all-round development of body and mind (the unity of physical and psychological qualities) to the coordinated development of individuals and society (the formation of thinking, ability, personality, etc. ); (4) Ability theory-people's quality is not the static sum of various factors, but dynamic, and the change of any one factor will affect the change of overall quality, and quality is called ability; (5) the theory of unity-people's quality is the unity of "quality" and "quantity", the unity of static and dynamic, with integrity, sociality and adaptability. In a word, people's quality is the subjective quality developed through education and social practice on the basis of innate endowment, that is, the systematic synthesis of people's moral, intellectual, physical and aesthetic qualities and their expressive ability.
Mainly reflected in the following aspects: 1. Personality quality 1. Values: Can you distinguish truth, goodness, beauty, falsehood and ugliness, and have a sense of crisis and mission. 2, personality charm: see if it is honest and upright, peaceful and generous, frank and straightforward, warm and generous.
3. Temperament accomplishment: a typical example of evaluating manners, manners, speech and proper behavior. 4, awareness of law and discipline: assessment of law-abiding, convincing people, aboveboard, do not touch the outstanding facts of the underworld.
Second, the ability and quality 5, the ability to withstand pressure: whether work and study are overloaded, and you can survive setbacks and failures without exception. 6. Innovation and invention: from concept updating to problem solving, whether there are new ideas and works in production and operation.
7. Practical application: apply what you have learned, and whether you can apply what you have learned. 8. Survival and development: whether there is a way to survive, a map of development, its ideas, actions and measures.
Third, professional quality 9, assessment results: according to excellent, good, pass, fail and so on. 10, learning attitude: score according to the merits of homework, answering questions, training and operation.
1 1. knowledge level: score according to the effect of answering questions, discussing, practicing and giving speeches. 12, specialty: score according to the level of training, competition, application and discussion.
Fourth, health quality 13, attendance rate: according to the attendance rate of sports training, study and activities. 14, physiological state: whether there are disease reactions and pathological manifestations, whether there are physiological defects.
15, physical training: whether it is positive, whether there is obvious progress, and whether it meets the standards. Fifth, psychological quality 16, mental stability: whether to be aggressive, love the team and calm down anger.
17, magnanimity: whether to be lenient with others, be strict with yourself and be calm. 18. adapt to change: you are not surprised when you are in trouble. In the face of environmental changes, we should adapt ourselves to the environment, or ask the environment to adapt ourselves.
6. Aesthetic quality 19. Aesthetic knowledge: I know a little about piano, chess, calligraphy and painting, literature and art. Aesthetic concept: to what extent can we evaluate the aesthetic significance of natural landscape and humanistic works?
2 1, artistic ability: how many levels of artistic skills such as voice, body, beauty and dance have been mastered. Seven, role quality: 22, family role: there is no example of family role dislocation.
23. The role of the school: examples of whether the role is in place in various occasions and teams in the school. 24. Social role: How to control the role played in social practice, internship, internship and employment? What is self-control is self-control.
Refers to the control of one's impulses, feelings and desires. I feel that this definition is still very narrow. By self-control, I mean the events around me, my present and future.
What are the characteristics of quality education?
1. Integrity The so-called "integrity" in a broad sense means that quality education must be geared to all the people, and any member of society must receive a certain degree of basic education through formal or informal channels.
The "integrity" of quality education in a narrow sense refers to opening the door to formal basic education for all school-age children. In other words, quality education does not require or allow children to be screened according to certain standards (such as race, nationality, gender, skin color, language, socio-economic status and other differences).
"Integrity" is the most essential provision and the most fundamental requirement of quality education. Without this, there would be no quality education. Most countries in the world link quality education with the implementation of compulsory education because compulsory education ensures the equality of educational opportunities and the fairness of the right to education in legislation.
Adhering to the "integrity" of quality education is mainly defined as follows: First, ensuring education becomes everyone's right and obligation. Education is the most important and basic right of every child.
Second, ensure that the cultural literacy of the whole nation is above the minimum acceptable level, put an end to the emergence of new illiteracy, and primary and secondary education should serve to improve the basic quality of the whole people and promote national economic development and democratic construction. Third, implement the socialist principle of "equal opportunity" and provide the fairest premise for everyone's sustainable development.
The ultimate goal of quality education is to lay a quality foundation for qualified citizens in the future. 2. Foundation The so-called "foundation" is relative to the major (occupation) and orientation.
Quality education provides children and teenagers with "basic quality" instead of professional quality or professional quality, so that students can have "general learning" instead of becoming "small experts" in a certain field or a certain labor occupation. The main significance of adhering to the "fundamentality" of quality education lies in the following: First, a person can "migrate" to a higher level of quality or professional quality only if he has good basic quality.
Basic education aims at developing and perfecting people's basic quality, so many people point out that the essence of basic education is quality education. Second, human beings contain great freedom of development, which is human plasticity.
The higher the degree of freedom, the stronger the plasticity; Or vice versa, Dallas' education in the auditorium is the cause of shaping and cultivating people. If basic education is full of targeted and professional training, instead of laying a solid foundation, it is equivalent to restraining the length and shortening the length, regressing the non-professional function to the professional function, narrowing the freedom of development and suffocating people's plasticity.
Thirdly, in the sense of educational cybernetics, education is an artificial and optimized control process, which enables the educated to develop continuously according to the predetermined goals. However, if basic education is limited to vocational and orientation training, the possibility space that should have been expanded and developed will stagnate and shrink prematurely. Isn't this against the original meaning of the word education (optimal control)? How can we expect the trained students to be good at coping with the complicated and changeable "uncertainty" of society? 3. To develop the so-called "development" means to pay attention to cultivating students' knowledge and ability of self-learning, self-education and self-development, and really shift the focus of students to enlighten their minds, cultivate their potential and enhance their stamina.
This emphasizes cultivating ability and promoting development, that is, correctly handling the relationship between knowledge and ability. Although knowledge and ability are not exactly the same thing, if the learned knowledge is "activated" and can be put into operation with strong vitality, then this knowledge can be successfully transformed into ability and become a part of human wisdom.
The "development" of quality education emphasizes "learning to learn and learning to survive". Real education is to form self-education.
The direct driving force of self-education ability is everyone's subjective initiative. Therefore, quality education advocates respecting, exerting and perfecting students' subjectivity.
It attaches great importance to cultivating students' strong creative desire, consciousness and ability. In essence, "development" conforms to the trend of "transformational pedagogy", that is, taking adapting to change and learning to change as an important goal of education, and changing from accepting teaching (teachers give answers) to "solving problems" (teachers cause thinking).
Teachers play the role of encourager, promoter, communicator, helper and consultant. 4. comprehensiveness The so-called "comprehensiveness" means that quality education should not only achieve functional goals, but also reflect formative requirements, and promote the optimal development of students by realizing all-round development education.
Because quality education should be a perfect education, pointing to comprehensive basic quality. The fundamental goal of quality education is to promote the all-round development of students. It should be pointed out that "all-round development" has been included in the educational goals of many countries in the world (including developed and developing countries).
However, our task is to explore the specific provisions of "all-round development" in socialist quality education. We believe that "all-round development" in quality education has two specific provisions. First, for individuals, it is the unity of "general development" and "special development"; Second, for classes, schools and even the whole social group, it is the coordination of "* * * with development" and "differential development".
All-round development should not only talk about the same sex, but also talk about individuality. Never exclude attention to the development of individual special aspects, and allow individuals in the group to have different development. All-round development can never be understood as unified development and exhibition. All-round development is actually "optimal development".
Optimization does not mean idealization, but strives to achieve the best possible effect for specific conditions. Only in this way can each student have the confidence to find a "breakthrough" or "growth point" for development according to his own characteristics and break the pattern of "one thousand people".
All-round development is the optimal development, and it is also the optimal development of personality. "Developing individuality" is the common trend of education reform in the world.
Recently, Chinese psychologists put forward the suggestion of "analyzing personality from the perspective of system-structure", emphasizing the need to adhere to the Marxist view that personality is a social entity and proceed from the perspective of human psychology.
What are the characteristics of professional quality?
1, occupation: different occupations have different professional qualities. The quality requirements for construction workers and nurses are different; The quality requirements for business service personnel are different from those for teachers.
2. Stability: A person's professional quality is formed in long-term practice. Once formed, it produces relative stability.
3. Internality: In the long-term professional activities, professional practitioners feel what is right and what is wrong through their own study, understanding and personal experience.
4. Integrity: An employee's professional quality is related to his overall quality. When we say that Comrade XXX has a good professional quality, we mean not only his ideological and political quality and professional ethics, but also his scientific and cultural quality, professional skills and even his physical and psychological quality.
5. Development: A person's quality is gradually formed through education, his own social practice and social influence, which is relative and stable.
With the continuous requirements of social development, people always improve their quality in order to better adapt to, meet and promote the needs of social development, so quality is developmental.
Extended data:
This understanding of quality mainly includes the following three aspects:
1, quality is the result of education first. It is gradually formed and developed on the basis of innate quality through the influence of education and social environment.
2. Quality is the result of your own efforts. A person's quality is the result of studying and practicing hard, acquiring certain knowledge and transforming it into conscious behavior.
3. Quality is the basic quality for the relatively stable development of body and mind. Once this quality is formed, it is relatively stable. For example, a student with good quality can always treat others and himself correctly because of his stable quality.
There are many factors that affect and restrict professional quality, including: education level, practical experience, social environment, work experience and some basic conditions (such as physical condition, etc.). Generally speaking, whether a worker can get a job smoothly and succeed depends largely on his professional quality. The higher the professional quality, the greater his chances of success.
Professional quality is the first criterion for talent selection; Professional quality is the first magic weapon for success in the workplace and career.
Sogou encyclopedia-professional quality
What is a person's quality? What are its characteristics?
The definition of quality in Ci Hai is: ① the primitive physiological characteristics of human beings; (2) the true nature of things; (3) the basic conditions necessary to complete an activity.
It can be seen that this concept involves many aspects such as human hardware and software, congenital and acquired. It can be said that it is a big framework, but one thing has not changed, that is, it emphasizes people's original cognition, and the judgment of human nature is the most important. The broad concept of quality includes natural physiological quality, psychological quality, social and cultural quality and so on.
Natural physiological qualities include physiological function, sports skills, physique and body shape; Psychological quality includes intellectual and non-intellectual qualities such as knowledge, need, emotion, will and personality. Social and cultural qualities include ideological and political concepts, moral behavior norms, cultural and scientific knowledge, labor production skills, aesthetics and other qualities. These three qualities interact and complement each other, which together constitute the overall quality of people.
Therefore, quality in a broad sense refers to a relatively stable and long-term basic quality structure formed on the basis of innate physiology through the influence and education of acquired environment. It includes ideological, intellectual, physical and psychological qualities.
People's quality mainly has the following characteristics: 1, and quality is the dialectical unity of congenital inheritance and acquired. Innate endowment is the foundation of quality formation, and acquired environment provides opportunities for quality development, especially the educational environment with clear purpose and controlled influence plays a leading role in quality development.
2. Quality is the dialectical unity of relative stability and dynamic variability. Quality generally refers to those relatively stable characteristics, that is, only relatively stable characteristics are called quality.
However, quality is not static, but constantly changes and develops through the interaction with environment and education, which can be expressed through knowledge, ability and thought. 3. There are both uniformity and difference in quality.
Everyone, as a human being in a general sense, has the same basic characteristics, which are manifested in basic components and structures such as physiology, psychology and personality. But everyone has their own characteristics in specific forms of expression.
Some people's personality shows that some factors are stronger than others, showing extroversion; And some people are weaker than others, showing introverted personality. This puts different demands on education. Only by teaching students in accordance with their aptitude can we promote the development of students.
4. Quality is the unity of personality and group. Group quality is composed of individual quality, and the quality of individual affects the quality of group.
Group quality is the soil for the growth of individual quality, which has a great influence on individual quality, making individual quality deeply influenced by ethnic, regional, organizational, group and other cultures. 5. Quality is holistic.
People's quality is a whole system, which is linked by various quality factors in some way. The overall quality level depends not only on quality factors, especially the level of quality factors, but also on the rationality of the relationship between quality factors.
The rationality of the overall structure has a great influence on the role of all quality factors, especially the quality factors. What is quality? What are the main aspects? The classic definition of quality refers to the innate anatomical and physiological characteristics of human beings, that is, the characteristics of nervous system and brain and the characteristics of sensory organs, which are defined from the perspective of physiology and psychology.
Judging from the quality composition of modern people, quality has extended to the fields of people's quality and social character. To fully understand the concept of quality, we must examine it from the perspective of development, that is, from the aspects of naturalization and socialization of human beings.
In the synchronous development of naturalization and socialization, people form a series of relatively stable physiological, psychological and social characteristics, which is quality. At present, there are five definitions of quality: (1) factor theory-people's quality is composed of many factors such as morality, intelligence and physical strength; (2) Constitutionalism-human quality consists of natural physiological quality (congenital inheritance), social and cultural quality, acquired and psychological quality (personality); (3) Development theory-people's quality is formed by three stages of development: from the all-round development of the mind (observation, thinking, imagination, practical ability, etc. ) to the all-round development of body and mind (the unity of physical and psychological qualities) to the coordinated development of individuals and society (the formation of thinking, ability, personality, etc. ); (4) Ability theory-people's quality is not the static sum of various factors, but dynamic, and the change of any one factor will affect the change of overall quality, and quality is called ability; (5) the theory of unity-people's quality is the unity of "quality" and "quantity", the unity of static and dynamic, with integrity, sociality and adaptability.
In a word, people's quality is the subjective quality developed through education and social practice on the basis of innate endowment, that is, the systematic synthesis of people's moral, intellectual, physical and aesthetic qualities and their expressive ability. Mainly reflected in the following aspects: 1. Personality quality 1. Values: Can you distinguish truth, goodness, beauty, falsehood and ugliness, and have a sense of crisis and mission.
2, personality charm: see if it is honest and upright, peaceful and generous, frank and straightforward, warm and generous. 3. Temperament accomplishment: a typical example of evaluating manners, manners, speech and proper behavior.
4, awareness of law and discipline: assessment of law-abiding, convincing people, aboveboard, do not touch the outstanding facts of the underworld. Second, the ability and quality 5, the ability to withstand pressure: whether work and study are overloaded, and you can survive setbacks and failures without exception.
6. Innovation and invention: from concept updating to problem solving, whether there are new ideas and works in production and operation. 7. Practical application: apply what you have learned, and whether you can apply what you have learned.
8. Survival and development: whether there is a way to survive, a map of development, its ideas, actions and measures. Third, professional quality 9, assessment results: according to excellent, good, pass, fail and so on.
10, learning attitude: score according to the merits of homework, answering questions, training and operation. 1 1. knowledge level: score according to the effect of answering questions, discussing, practicing and giving speeches.
12, specialty: score according to the level of training, competition, application and discussion. Fourth, health quality 13, attendance rate: according to the attendance rate of sports training, study and activities.
14, physiological state: whether there are disease reactions and pathological manifestations, whether there are physiological defects. 15, physical training: whether it is actively stimulated or not, the progress is obvious.
What are the characteristics?
Definition 1: The word quality in Ci Hai is defined as: ① primitive physiological characteristics of human beings; (2) the true colors of things; (3) the basic conditions necessary to complete an activity. In higher education, quality should be the third definition. That is the ability of college students to engage in social practice. Definition 2: The efficiency and level of "quality" communication can be summarized as quality.
The level depends on the depth of a person's single technical knowledge or the breadth of various knowledge accomplishments (experts and erudite, on the contrary, gossip and superficiality), the richness and accuracy of communication methods (for example, people who were illiterate before used painting instead of completing letters), the value orientation of outlook on life (creating for happiness or enjoying for happiness), the quality of emotional intelligence and other conditions. Definition 3: The so-called quality originally refers to the inherent physiological and anatomical characteristics of organisms, that is, the physiological "genetic quality", which is the natural premise and foundation for the development of human ability. Accordingly, the definition of quality is: what remains after you forget all the knowledge and books you have learned. Definition 4: "Quality" refers to an individual's intelligence, ability and inner cultivation. That is, talent and moral strength. Historian Thomas Carlyle particularly emphasized the qualities of being a hero and a great man. In his view, "loyalty" and "knowledge" are the most critical standard definitions to distinguish heroes from great men. 5. "Quality" refers to people's physique, quality and cultivation. Quality education is an educational activity aimed at promoting people's quality development and improving the quality and level of people's quality development. A person with knowledge but no educational ability can engage in it. But definition 6: "Quality", also known as "ability", "qualification" and "talent", is a variety of personality characteristics that drive employees to produce excellent work performance, which reflects employees' knowledge, skills, personality and driving force that can be expressed in different ways.
Quality is the starting point to judge whether a person is qualified for a certain job, and it is a personal characteristic that determines and distinguishes performance differences.
What are the characteristics of knowledge service?
Analysis of the main characteristics of knowledge service 1 knowledge service is a comprehensive and intensive service knowledge service, which realizes the organic combination of knowledge service experts, related research groups, various distributed information resources and various computer technologies, as well as the combination of various information knowledge theories and human experience knowledge; A dynamic "cobweb" relationship is formed between the subjects, which is criss-crossed but clearly identifiable; Knowledge service is a comprehensive, integrated and intensive service, which makes full use of all kinds of knowledge, resources, personnel, systems and services to solve many problems that are difficult to solve by traditional methods.
The unified retrieval platform of NCBI database embodies the collection and integration of various distributed resources under the network environment, including books, periodicals, patent documents, databases, network resources and even experimental data generated by various cameras, recorders, collection and monitoring equipment, scientific instruments and so on. The development of NCBI molecular structure and function knowledge analysis tools fully embodies the interaction and comprehensive integration of various personnel, resources, methods and tools, technologies and systems in the process of providing knowledge services.
2. Knowledge service is a kind of knowledge-intensive value-added service. Knowledge-intensive value-added services refer to knowledge-oriented services. The value and core competitiveness of knowledge service are mainly reflected in the amount of knowledge and the concentration of knowledge content contained in its products and services; Knowledge service focuses on extracting, integrating and innovating the intrinsic characteristics and value of knowledge capital, excavating its knowledge content and knowledge association, providing users with appropriate knowledge service products and problem solutions, and realizing their own value while improving users' knowledge acquisition ability, knowledge utilization ability and knowledge innovation ability. The service of CNCIC strategic research and policy consultation layer directly provides solutions to users' knowledge needs from complicated information, and foresees its potential problems, which embodies the knowledge-intensive and value-added characteristics of knowledge service.
In addition, CNKI China Knowledge Resource General Library is based on the knowledge organization mode of knowledge element, fully excavating the knowledge content and semantic association of 2 1 10,000 different types of literature resources in the knowledge base, facilitating users to acquire knowledge in the knowledge base and its various associations, inspiring users to solve related problems, significantly improving the efficiency of users' knowledge application and innovation, and fully embodying the knowledge-intensive and value-added characteristics of knowledge services. 3 Knowledge service is a level * * * The level of knowledge service means that according to the different types of knowledge needs of users, the products and services provided by knowledge service to users have different levels because of the different amount of knowledge contained.
Nancy Lemmon, an American scholar, summarized and analyzed the relationship between users and information resources when thinking about the transformation of modern library service functions, and obtained a schematic diagram of the relationship between them. Since knowledge is the result of information sublimation and also a kind of concentrated and systematic information, we can transfer Nancy Lemon's diagram of the relationship between users and information resources to the relationship between users and knowledge resources, as shown in Figure 2. Thus, users' knowledge needs can be divided into three categories: users' explicit needs; Users are vaguely aware of the requirements; Requirements that users are unaware of. Meeting these three levels of knowledge needs has different values for users, and the resources and energy that should be allocated are also different (according to the quantity of various knowledge needs and the value of meeting their needs, an intuitive expression is given, as shown in Figure 3).
The process of satisfying users' explicit knowledge needs and potential knowledge needs is actually the process of further clarifying users' needs and providing relevant knowledge products and solutions. The unified retrieval platform provided by NCBI and CNCIC information service layer are services provided by service organizations to meet these two needs of users.
For the user's unexpressed knowledge needs, which are crucial to the user's problem solving and knowledge innovation, it is necessary to analyze the user's social environment, cultural environment, user's professional and industry background, usage mode, preferences and personality, and form a "* * * same language" with the user; Predict and find out the needs of users through tentative "knowledge induction"; Obtaining data and knowledge according to users' needs, providing users with knowledge beyond their expectations and more targeted solutions is more conducive to the final solution of users' problems and fully realizing the value of knowledge service institutions themselves. According to this idea, the National Aeronautics and Space Administration (NASA) of the United States develops computer agent software in IDM project to obtain the potential knowledge needs of scientific research users, automatically learn the historical needs of users and predict the potential knowledge needs of users, and combine knowledge discovery system with experts to find new research topics and support scientific exploration and discovery.
4 Knowledge service is a process * * * The process of knowledge service mainly has two meanings: first, from capturing users' knowledge needs, to knowledge discovery, knowledge evaluation and knowledge processing, and finally to providing users with relevant knowledge products or solutions, knowledge service itself is an iterative process of knowledge acquisition, knowledge absorption, knowledge innovation and knowledge application, constantly adjusting and optimizing knowledge service products and solutions; Second, knowledge service is always integrated into the whole scientific research process of users. NCBI's two-way training service for researchers and knowledge service personnel embodies the process characteristics of integrating into the whole scientific research process of users, making knowledge service go deep into the scientific research process and providing different services according to the characteristics of different scientific research stages.
The National Science Library of China Academy of Sciences is a resource construction model and service form based on the characteristics of knowledge service process. By efficiently integrating into the user's scientific research environment and specific problem environment, we can deeply capture the knowledge needs of scientific research users at all stages at any time and meet this demand efficiently. Ensure that at every stage of problem solving, we can provide knowledge content obtained through extraction, integration and innovation or directly provide solutions to help users solve problems that their own knowledge cannot solve.