The Great Career was published in 2006-10-1221:21:29.
1 1 What methods do you often take for children's impulsive behavior?
(1) Cultivate children's ability to delay gratification.
(2) Avoid severe impulsive punishment.
(3) Using "self-education and training"
(4) Using behavior change technology.
(5) Temporary isolation method.
2 1 What are the roles of primary school teachers?
The role of parents' agent,
The role of student role models,
The role of knowledge giver,
Strict management role,
The role of psychological regulator or psychologist,
Students' roles as friends and confidants.
What are the manifestations of teacher's role conflict?
L role conflicts caused by different role expectations,
L Role conflict caused by different understanding of role behavior
L the role conflict caused by teachers' performance of various work roles.
L conflicts between other social roles
L conflicts within the role.
What conditions should be considered when using praise and criticism?
L the history of students' praise and criticism.
L the importance students attach to praise and criticism.
The harmony and mutual respect between teachers and students also directly affect the effect of rewards and punishments.
L teachers' evaluation must be fair.
The role of praise is closely related to a certain age.
Five discourses:
1 theory: attribution theory and its application in teaching.
In 1970s, L Weiner and his colleagues summarized the attribution theory through a lot of research on attribution and learning motivation.
L believes that the individual's inductive analysis of the reasons for his success or failure has a wide influence on his motivation for later behavior. Different attributions have different effects on students.
When l tends to attribute ability, individuals will think that they have high ability when they succeed, so they are full of confidence. On the contrary, you will think that your ability is low and your brain is stupid, thus losing confidence.
When I tend to attribute it to my own efforts, when I succeed, I will think that this is the result of my efforts, and I will encourage myself to continue to work hard and look forward to winning again in the future. On the contrary, I think it's because I don't work hard, so I think I will succeed next time as long as I work hard.
When inclined to the difficulty of the task, individuals will succeed and remind themselves to study hard in the future to cope with more difficult tasks. Individuals will blame objectivity when they fail and hope to succeed in the future in less difficult tasks.
When I tend to attribute it to luck, when I succeed, I think it's just my luck this time, not my real level. When I failed, I thought I was unlucky, but I prayed for good luck in the future.
In view of this, we believe that teachers have the responsibility to spend more time to understand the attribution methods of students' success and failure, and make attribution according to the laws of attribution theory. It has a positive impact on students' learning motivation. In class, teachers should not only impart knowledge and skills, but also help students establish the belief that proper efforts can lead to success.
L Teachers should help children form "hard attribution" and emphasize that students' success comes from diligence and hard work; They failed because they didn't work hard enough, not because they were not smart or stupid.
I won't send such a message to my students through my teacher's words and deeds: you are a hopeless fool. For example, some indirect ways can achieve similar results. In the class, students' grades are divided into three grades, six grades and nine grades by using the competition performance reward system, and announced to the public.
Theory 1: methods to cultivate and stimulate learning motivation.
L keep the novelty of teaching content and teaching methods. Attracting students with rich, interesting, logical and systematic contents and flexible teaching methods can further stimulate their interest in learning.
L create problem situations and stimulate students to think positively. In teaching, some difficult problems are put forward, which makes students feel familiar and cannot be solved simply with existing knowledge and habits. At this time, students' enthusiasm for thinking and desire for knowledge are aroused, and students enter a realm where they want to get through their hearts but can't speak.
L start with internal motivation and cultivate interest in learning. Interest in learning is a powerful internal motivation to drive students to learn. A strong interest in learning makes students feel that learning is extremely attractive and can drive students to study hard and actively.
L using the feedback function of learning results is to provide students with the information of learning results. When students know their own learning results, they can strengthen the correct learning motivation and overcome the incorrect learning motivation, thus promoting students to study harder.
Use praise and criticism correctly. It is one of the important means to stimulate students' learning motivation. Correct use of praise and criticism can improve students' understanding level and stimulate their self-motivation, self-esteem, sense of honor and disgrace and collectivism.
L Set different learning goals and requirements so that every student can succeed. Teachers' requirements for students should conform to the actual situation of students, help students to set a more practical goal, and give timely praise and encouragement when students reach the goal.
L properly use competition and cooperation. It is unfavorable to overemphasize the role of competition in education. This is not only not conducive to improving students' learning enthusiasm, but also hinders their all-round development.
2. The main variables of cognitive structure and their influence on learning transfer.
Usability and its function. Whether there are suitable fixed concepts in cognitive structure that can be used. This is the first important cognitive structural variable that affects meaningful learning and retention. In other words, when a learner is faced with a new learning task, his cognitive structure should have original ideas to attract and fix new ideas. The concept of "customization" at a higher abstract level in cognitive structure can provide the best connection and fixed point for new learning.
L identifiability and its function. The recognizability of a new potentially meaningful learning task and its assimilation to its original conceptual system are the second important cognitive structural variables that affect meaningful learning and retention. That is, when learners are faced with new learning tasks, the difference between the original fixed concepts and the new concepts to be learned should be clear and debatable.
L stability and clarity and their functions. That is, when a learner is faced with a new learning task, his original fixed concepts in the cognitive structure should be very consolidated. Through timely correction, feedback and excessive learning, the stability and clarity of fixed concepts can be changed. The stability and clarity of the original knowledge contribute to the learning and maintenance of sex.
3. Effective measures to promote the teaching of learning strategies.
L create and determine learning strategies. By analyzing the specific learning tasks, the necessary learning strategies and their implementation methods are determined. Teachers make reasonable choices in the specific teaching process, use ready-made learning strategies, refine their own ideas and teach students.
L science professor learning strategies. We should choose appropriate learning strategies for teaching according to the different learning contents, learners' characteristics and learning stages. Students should also be provided with a clear and operable training plan. Students must also be provided with various practical opportunities.
I provide metacognitive guidance. The reason why many students can't use learning strategies effectively is the lack of metacognition. Therefore, according to students' psychological development, some metacognitive training can be carried out appropriately.
L enrich and improve students' knowledge structure. Teachers should fully consider the quantity and quality of students' original knowledge. It is necessary to maintain students' rich and necessary knowledge and experience, and to ensure the rationality of knowledge structure.
Theory 5: Bruner and others have put forward suggestions to cultivate children's intuitive thinking.
L encourage students to approximate reasonable guesses and cross intuition.
L Teachers should be good at demonstrating to students by intuitive thinking.
Let students know that they have a strong desire to solve problems and collect information related to reading, which is the premise of intuition.
Enlightening students to solve difficult problems by analogy, symmetry or visualization is helpful to reduce the thinking process and produce intuitive judgment.
I teach students to be good at capturing fleeting intuition.
L is good at using rest and relaxation to promote intuition.
6 theory: poor class collective discipline and management.
The reasons for poor class discipline: A is related to the curriculum, B has a bad relationship with teachers and class groups, C lacks good norms and healthy public opinion, and D has poor class discipline, which is consistent with the poor discipline of the whole school.
L solution: a, rebuild class norms and conduct healthy public opinion guidance; B, effectively solve specific problems related to disciplines; C. Teachers facing class discipline problems should solve the problems themselves. D. Teachers should set an example.
Theory 7: Teaching students in accordance with their aptitude and cultivating excellent personality.
Teaching students in accordance with their aptitude means educating and teaching students in different ways. On the basis of analyzing students' different psychology, we should choose appropriate educational methods to improve students' academic performance and cultivate their good quality and personality. The following aspects should be considered.
Understand students' psychological level, knowledge and ability level and put forward appropriate requirements.
Understand students' learning motivation and motivate them.
Understand the advantages and disadvantages of students, help them learn to be good people and save the lost.
Understand students' personality and cultivate talents with all-round development of personality.
In short, students should be taught in accordance with their aptitude because of their personality differences. To teach students in accordance with their aptitude, it is necessary to study the personality differences of students.
Discussion: The main manifestations of pupils' learning adaptation and the measures of school education.
Learning adaptation of primary school freshmen.
A. The problems that need to be adapted are: changes in major activities; Changes in interpersonal relationships; Facing the constraints of organizational discipline.
The teacher's task. Teachers should: care and care for children like parents; Recognize and respect students' personality and status; Cultivate students' interest in learning; Help students form the habit of observing discipline; Help students adapt to collective life.
Study fatigue of primary school students.
Being tired for a long time will have a serious negative impact on students' physical and mental health. Therefore, it is necessary to effectively reduce the learning burden of students; Cultivate students' interest in learning; Carry out teaching reform, including the reform of course content and teaching methods; Ensure that students have enough rest and sleep, so that students have the opportunity to participate in sports and games.
Pupils have learning difficulties. The main characteristics of students with learning difficulties are: there are obstacles in perceptual transformation such as vision and hearing; Have visual motor sensory impairment; Inconsistent movements; Speech developmental disorder; It is easy to be distracted and difficult to concentrate; Sometimes it is mixed with emotional and behavioral problems. Pay attention to the following points: understand the difficulties of children; Early detection and seeking professional training and correction; Give patient, meticulous and specific help, praise more and criticize less, and don't hurt children's self-confidence; Develop sensory integration through various sports.
Primary school students' test anxiety. Excessive test anxiety leads to psychological barriers and harms students' study and physical and mental development. The reasons for its formation are both from the students themselves and from the students' external environment. In order to prevent and reduce students' test anxiety, it is necessary to carry out targeted work to reduce students' psychological burden. A, seriously change the educational ideas, systems and concepts, change to quality education, and reduce the test pressure. B, avoid putting forward requirements beyond the actual ability of students. C, help students improve their preparation level and skills, and use systematic desensitization training method.
Theory 9: Teacher's role conflict and its solution.
L Teacher's role conflict is manifested in: role conflict caused by different role expectations; Role conflict caused by different understanding of role behavior; Role conflicts arising from teachers' performance of various work roles; Conflicts between other social roles; Conflicts within roles.
L Role conflict makes it difficult for teachers to realize their role expectations and will reduce the teaching effect, so it needs to be adjusted and overcome, specifically: properly separating and alleviating conflicts; Distinguish between primary and secondary roles, teachers should maintain considerable adaptability to role conflicts; Clear job responsibilities and respect teachers' rights and interests; Strengthen the role study, straighten the position and face up to the reality.
On 10: Conflict between teachers and students and its handling.
The conflict between teachers and students refers to the emotional opposition or open confrontation between teachers and students.
Reasons for the conflict between teachers and students: conflicts between teachers and students due to different roles and status; The conflict between teachers and students caused by the age "generation gap"; Conflicts between teachers and students caused by different values; The conflict between teachers and students caused by rewards and punishments.
Correctly treat and deal with conflicts between teachers and students: strengthen communication and advocate psychological methods; Role exchange, forming a psychological atmosphere of tolerance and understanding; Avoid abuse of punishment; Appropriately adjust the teachers who recognize classes.
Education is a complicated social activity. In the process of education, in addition to dealing with students, it is also very important for teachers to properly handle interpersonal relationships with other teachers, school leaders, parents of students and others. Education is a huge systematic project, and teachers should correctly handle these relations in the process of education. Only by making them form a joint force can they have a consistent and profound impact on students.