1, the cultivation of self-analysis ability At the beginning of each first semester, I will conduct psychological tests related to the subject to help students understand themselves. Understand your own characteristics and guide students to analyze themselves. I remember a student wrote: "Teacher, although I am determined to study hard, how can I study?" ? How to learn well? I still don't understand. In fact, I feel that there are several different selves in my heart. One said, "It's time to study. If you don't review your knowledge carefully, you will forget everything! " "The other said," Take a rest first, catch your breath, and don't bother studying! ""Another one said, "Stop it, just understand it in class, and it doesn't matter whether you review after class!" Finally, the negative me defeated the positive me. "This situation is very common among students. I read it to the students in my class, and many students said, it seems I said it! This requires teachers to coach them and strengthen students' positive self-analysis. A student who is usually withdrawn and has poor grades said to me, do you know the teacher? In primary school, I am a very popular excellent student. But in the seventh grade, because of my father's death, I lost the motivation to study, became a moody and angry person, became very grumpy and lonely, and my grades began to decline. I told my students: the force is mutual, the greater the pressure, the greater the reaction! Turn grief into strength! From then on, the student slowly changed his learning attitude and his grades began to rise. In the process of students' self-analysis, teachers should give guidance to make students' analysis truly conform to reality. Make a summary after each exam in the future. At the beginning of each semester, students should revise their self-analysis according to their actual situation. After self-analysis, students basically know their own advantages and disadvantages, specialties and psychological characteristics, and make clear their own progress goals.
2, the cultivation of self-design ability. On the basis of self-analysis, students are required to set their own goals. Students are required to learn the learning strategy of "aiming high and running fast in small steps". In other words, students' efforts are divided into long-term goals, medium-term goals and short-term goals. For students, the focus is on the formulation of short-term goals. Short-term goals mainly refer to the efforts of students for half a semester or a semester; Medium-term goals play a connecting role, based on the realization of short-term goals and guided by long-term goals; Long-term goals refer to students' ideals, including life ideals and career ideals. Let the big goals and small goals combine with each other, let students be passionate about their study and life, keep making progress, and cultivate their will in the journey of achieving their goals. In the process of cultivating students' self-design ability, it is necessary to cultivate students' planning, help them learn to set goals, and make clear the direction of their efforts, so as to mobilize their learning enthusiasm and cultivate their good mentality. After self-design, students need practical plans and improvement measures, and conduct comprehensive self-management according to their own plans.
3. The cultivation of self-management ability. Self-management ability is the main content of cultivating students' self-control ability and an important way for students to exercise their will. Self-management is divided into in-class self-management and after-class self-management. (1) Self-management during recess. Cultivating will quality and self-control ability in classroom practice can be achieved by helping students establish and embody "three consciousnesses" in classroom practice. The so-called "three consciousnesses" are subjective consciousness, efficiency consciousness and self-control consciousness. Subjective consciousness is to let students know that they are the masters of learning and actively think, speak and participate in classroom exercises. In class, I often ask some students with poor grades to guide them to answer and affirm constantly. Some students are interested in this course with the teacher's constant affirmation and are willing to study physics. Here, I also pay attention to using the teaching content to stimulate students' interest in learning physics. For example, when studying the transformation of energy, I ask students to do this exercise: In 2008, the height of the Shenzhou VII spacecraft successfully launched in China gradually decreased during the return process, and its gravitational potential energy gradually decreased. Due to the friction with the atmosphere, its temperature rises and its internal energy gradually increases. This kind of questions can explain and analyze some problems in the military and aviation fields by using physical knowledge, help students solve the puzzles in life, consolidate the learning content while educating students in patriotism, and improve their interest in learning physics. Another example is to combine teaching with social and meteorological problems when studying the changes of physical state: there was a serious drought this year, and artificial rainfall was carried out many times to alleviate the drought. The plane carrying out the mission scatters dry ice (solid carbon dioxide) at high altitude, and the dry ice enters the clouds, and soon _ _ _ _ _ _ _ _ turns into gas, and absorbs a lot of heat from the surroundings, which makes the air temperature drop sharply. The water vapor in the sky becomes _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Efficiency consciousness refers to students' high efficiency consciousness of completing the tasks in class, overcoming laziness in learning and improving learning efficiency. Efficiency consciousness is the result of improving self-control ability. Self-control consciousness means that students should be able to control themselves, adjust their physical and mental state to the best state, do nothing unrelated to the classroom, and concentrate on self-management of their classroom learning, including the improvement of learning methods and strategies. I often tell students some scientific learning methods and how to use their brains scientifically. Learning in this way, many students feel that the effect is very good. Combine reading and other classroom infiltration methods to guide students how to use their brains and hands on moving their eyes. How to grasp the key words in the textbook to clarify the concept without rote memorization? How to summarize the teaching materials, sort out the knowledge structure, grasp the whole and "read thin" the books? How to explore the thinking process of conclusion? For example, when you see "physical quantity", you think of five related contents: definition, formula, unit, direction and physical meaning. Take pressure as an example. When you see it, you think of its definition, formula, unit and physical meaning. This can help students improve their learning methods and strategies, and realize the autonomous management of students' classroom learning. (2) Self-management after class. After class is a good opportunity to exercise students' self-regulation and self-control. Students are mainly required to arrange their time scientifically, make scientific work and rest plans and develop good study habits. The following are some self-management methods that I have summarized:
(a), statistics of daily study time and wasted time.
(2) Ask them to check their mental health regularly.
(3) Change the motto and life motto regularly.
(4) Self-summary should be conducted regularly.
(5) Analyze the progress and retrogression of your study on a monthly basis. Students have corrected many bad habits through these methods. After training, 70% of the students showed progress, and more than 25% of the students thought that although they could not make progress, they had a positive attitude. Some students learned self-motivation and wrote on their self-summary: "I am a confident person. I believe I can learn physics well because I dare to challenge myself!" " ""When I met with setbacks, I said to myself, I can do it! I can do what others can do! "Psychologist Maslow believes that everyone has the need for self-development. In teaching, we should fully meet the needs of students, teach students scientific methods of self-development, let students experience the joy of success in the process of success again and again, enhance their self-confidence, and thus improve teaching efficiency. Second, teachers should pay attention to role adjustment: strengthen students' mental health education, teachers should have a healthy psychology, master basic psychological professional knowledge and educational skills, and correctly change roles. We should learn to respect students, be good at communication and establish an equal and harmonious relationship between teachers and students. Teachers should fully understand the inner world of the new generation of teenagers, care about their problems and troubles, trust them and give them confidence. Since work, I have had heart-to-heart communication with students in the first class of the first semester, from which I can understand the inner world of students and study how to give psychological counseling to students according to the actual situation, thus receiving good educational results. This is also a good start for students to learn the course I teach well. In the process of physics teaching, I do this:
1, respect nature and make an objective evaluation. I fully affirm every student in the class, and I am sure that every student has his own advantages. The reason why the learning effect is different is that he didn't find out what his strengths are, didn't tap his potential well, or was not interested in physics. I believe that every student wants to succeed, and I hope that through the joint efforts of our teachers and students, everyone can make progress! I just hope everyone can make progress and Dont Ask For Help people can get high marks! Speaking of "the role of force is mutual", I think teachers and students should respect each other. Only when the teacher respects the students will the students respect the teacher and really like the teacher. Fall in love with this subject. Know every student objectively, because everyone wants to be respected by nature! Only when teachers respect this subject can students study it more attentively. The following is what my classmates wrote to me: "Teacher, what you said in this class strengthened my confidence in learning physics. I was not interested in physics, but after listening to you, I know how to learn physics well in the future. Let me learn how to study physics. Miss Zhou, your words inspired me to study physics. You are my mentor. Hello, Miss Zhou! After listening to your first class, you left a deep impression on me. I was deeply impressed by your lessons, your spirit and your concern for us. You inspire every one of our classmates to study hard with a great heart. Teacher, your class has made me understand a lot of things, and also let me know that I should have confidence in my study and life! Thank you, teacher. You gave me full confidence. I will study hard in the future. " Teachers should positively evaluate students and help them build their self-confidence, especially for students with inferiority complex. For example, when they answer questions in class, even if they don't get it right, I can encourage them to say, "You can speak actively and have courage. Very good. I admire you very much! " Or: "Your answer is very close to the correct answer. I believe you will get it right next time! " "Teachers can only stimulate their interest in learning by constantly affirming students and stimulating their self-confidence!
2. Respect students' personality, give encouragement and spur, and let heart communicate with heart. On the content of "timbre". I said that everyone's timbre and personality are different from others. We should respect everyone and don't look down on others because their personalities are different from ours. In the summary after a mid-term exam, a student wrote: "As soon as the test paper was handed out, I was completely confused and even failed. I am in a bad mood. Why ... but now I feel much better. It is the words' Keep on working hard' that you wrote on my test paper that encouraged me and made me understand that if I keep being so negative, my grades will never be good. I believe you still have confidence in me, teacher. Even if you have a little, I am satisfied. First of all, I want to thank the teacher here. From now on, I will keep telling myself:' Be competitive'! Let's race! I will do as the teacher says: the words "hard work", "hard work" and "continue to work hard" can give students such great encouragement, which is my feedback on students' respect, understanding and acceptance. I often write encouraging words to students in exercise books or test papers and communicate with them in time. For example, students who tend to feel inferior often write: "You have made progress recently, come on!" I believe you can make greater progress. "Some students with poor grades should be respected. A student put a note on his exercise book and said to me, "teacher, I am a student with poor academic performance, but I also want to learn well." Don't know how to learn. I hope the teacher can help me! " For such a student, I replied to her: "Don't worry, your grades are poor because you didn't study well in the past. "Motion" is relative to the reference object, and your grades should also have a reference object. Your poor performance in physics is based on your good classmates. Why not change it? Take students with poor grades as reference? In this way, you will have confidence and stop feeling inferior. This conversation aroused her interest in learning. Later, her physics scores kept rising.
3. Respect development and actively guide. When explaining the work content, I will mention that it is important to study hard, but extra work has to be done. Teachers will like students with good grades, but if you study hard, teachers will appreciate students with poor grades. Everyone likes to be praised by others, especially junior high school students. Some students' grades are not very good, but they show this mentality to study. Teachers should follow their development direction and use this performance to guide them to learn. In class, I often let them take the initiative to perform on the podium. Some students with good grades are not so active, but some middle school students are very active. Teachers will evaluate what they have done and affirm it in front of the whole class, which will greatly encourage them and they will study with this sense of success. So I think it is unusual to give some "pushy" students some positive opportunities in class.
4. Respect family ties and give them the right to participate. A student wrote to me: "In the first physics class, the teacher asked us a few questions, which I had never thought of before." I lost interest and confidence in physics because of my poor performance in physics. " I heard from other students that you are an excellent physics teacher. I hope that under your guidance, I can gradually become interested in physics. With my interest in learning, it is not so difficult to believe in physics. I also hope to be friends with teachers. "Students sometimes learn by a feeling with teachers, so teachers should communicate with students more, love them, make them feel intimate and enjoy classes. I think there are many reasons why students don't like teachers, but the affection between students and teachers is the most important. For example, when asking questions in class, teachers always point to students with good grades that they like, and often ignore some students with poor academic performance and don't like to perform in class. This often leads to students' prejudice against teachers. Some teachers physically punish students and insult their personality, and students and teachers have a negative confrontation. Once students have a bad impression on the teacher, they often don't like the teacher's class, and over time they lose interest in the course. Therefore, in the classroom, teachers should care about every student, communicate with them more and give them the right to participate in order to improve the teaching effect.
5. Respect rights and protect privacy. After a student told me what he thought, he said, "Teacher, I told you this because I think you care about every student. But I hope you can help me keep a secret, because … "There are always some students who tell their teachers their worries and then ask them to keep a secret, which shows that students are eager for your help and afraid of being hurt by others. At this time, the teacher needs to show her that she can keep a secret, thank her for her trust, and give her appropriate psychological counseling. The student mentioned just now, I found her, analyzed her situation, thanked her for her trust and gave her guidance and encouragement. Since then, her mood in class has relaxed a lot, and she will take the initiative to answer questions and ask the teacher if she doesn't understand. In my teaching survey, more than 70% students hope to get help and care from teachers, to become good friends with teachers, and to have heart-to-heart communication with teachers.