In this two-hour lecture, Mr. Zhong listed six common cases among junior high school students and primary school students. Through these cases, the basic idea of discussing cases is to complete the conceptualization of cases. The so-called "case conceptualization" means that after abstracting the perceptual cognitive materials presented in the case, three rational understandings are formed: (1) "What is the case" and "What is the case not"? (accurate positioning) (2) "Why is this happening"? (reasonable assumption) (3) "What about the case"? (Make plans and long-term goals). These three points are easy to understand, which makes me suddenly enlightened: this is a case study. It can be said that every class teacher may have thought about these problems when he encounters different cases, but he may not have formed a framework, let alone a plan and long-term goals, so he can't do research.
In the process of listening, I found that the three points mentioned by Mr. Zhong are clear, and every case is analyzed according to these three points, but many of them lack psychological knowledge. For example, I only vaguely know the psychological concepts of nine-year-old children's ability to choose opinions, alternative behavior and metacognitive counseling, but I don't know at what stage they appear and how to deal with them. So I want to read more books on psychology, such as Positive Discipline in Class, Adolescent-Psychological Development and Healthy Growth of Teenagers recommended by Mr. Zhong.
I deeply feel that as a class teacher in the new era, if you lack these psychological knowledge, you will only use the old methods to deal with various problems of students, which will only become more and more busy and chaotic, and it will be even more useless to students. The head teacher in the new era must be studying and researching, leading the team forward in front of the class team, rather than dealing with problems behind the team.