World Health:Abstract: puberty is one of the most vulnerable stages of human beings. It can directly affect the subsequent development of human life. It is the golden age of human intellectual development, and it is also the most easy time to miss a person s life . The responsibility of teachers is very important. We should study ...
Jul 08,2020 | Constance
Abstract: puberty is one of the most vulnerable stages of human beings. It can directly affect the subsequent development of human life. It is the golden age of human intellectual development, and it is also the most easy time to "miss a person's life". The responsibility of teachers is very important. We should study the psychological activities of students at this stage and "suit the medicine to the case". We should live up to the great halo given to our teachers by the society.
1、 The main psychological state of adolescence and its causes
First, adolescence is, to some extent, a period of self-cultivation. Adolescent children initially form a self-awareness, they want to clear the outline of "self", some people even deliberately seek differences, they have no interest in themselves or can not easily complete things will easily give up.
Second, due to the strong abstract, logical, rigorous and practical characteristics of the physical content, it has higher requirements for students' thinking, which makes some students who are afraid of difficulties in learning to flinch.
Third, the old-fashioned physics teaching method is not suitable for the active thinking of students in the period of youth thinking change.
2、 Analyze the causes and find possible solutions
The first reason is the inevitable stage of human self-development and development, which can not be changed but can be guided.
The second reason is determined by the characteristics of physics. Physics is a natural science with objectivity - it cannot be changed.
The third reason is determined by the teachers' personal quality, that is, the ability to integrate knowledge points and the ability to organize the classroom.
3、 How to adjust junior high school physics teaching to meet the psychological requirements of students
1. Grasp the characteristics of adolescent students, improve junior high school physics teaching methods, trigger students' interest points.
Play is the nature of children. As a junior high school student in the transition period from children to adults, it is not surprising that they have some children's characteristics - they don't like boring, but like pleasant, slightly playful teaching environment. They are lively and energetic and like the active and interactive classroom atmosphere. "Throwing in what they like" can first satisfy the students' shallow desire and make them get the possibility to be interested in physics.
Anything "empty" can not make people maintain lasting interest, especially for junior high school students who are eager to "shape themselves". Our teachers should let them see changes and progress, so that they can obtain achievements and honors. Therefore, our teachers should be good at integrating theoretical knowledge with objective imagination, so that students can understand the reality of physical theory - let them be interested in the "usefulness" of physics; our teachers should be practical in explaining the methodology of physics problems, so that students are familiar with the basic methods of solving physics problems, and experience their own changes and progress in the process of application—— Let them be interested in their own changes; our teachers should appropriately give encouragement, praise and honor to the students - let them be interested in being recognized by others.
2. Guide students to set up correct "self" concept
Adolescence is a process of self formation and one of the most vulnerable periods in life. We should let the students do a good job in self summary and self reflection - no self-esteem, no arrogance, no narcissism, no inferiority complex, can consciously and objectively face problems, analyze problems, solve problems, have correct self-confidence and positive.
Different students have different characteristics, so we should teach students according to their aptitude. For students with low self-esteem, self-confidence is encouraged; for students who are arrogant and narcissistic, correct self-confidence is tempered. For those students with low self-esteem, we should not be stingy with our encouragement and praise. We should seize every opportunity to praise them and let them gain confidence in learning. For the most arrogant and narcissistic students, we should let them swim in the "reality needs", let her experience the cruelty of reality, realize the gap between their own ability and solving the practical needs, and let them even correct their wrong self-confidence.
3. Make full use of the positive effect of adolescent psychology.
Everything has two sides. On the one hand, adolescence is no exception.
(1) Critical thinking of students. Junior high school students no longer regard the teacher as the supreme authority. They are good at treating things with skeptical eyes first. This is a process of self-cultivation. Teachers should protect and guide them carefully, and do not deny them completely.
(2) Students have a strong desire to win. Junior high school students are no longer obedient and obedient, but brave and aggressive. This kind of personality is conducive to the formation of pioneering spirit and positive personality, so teachers should guide them correctly.
(3) Different thinking of students. If students want to shape themselves, they will inevitably excessively look for the difference between themselves and others, which is the original product of the thinking of seeking differences. Students' thinking of seeking differences is conducive to students' innovation. As a teacher, we should try our best to avoid students' "getting into the top" and "seeking differences for the sake of differences".
As the saying goes, a teacher is an engineer of the human soul. Only by constantly summing up our own feelings in the teaching process and constantly improving ourselves towards the glorious goal of "all students, for all students, for all students", can we be worthy of this noble title. What I have summed up is only a little understanding of my teaching, and I believe that a little bit of sentiment together may constitute a brilliant tomorrow of our education.
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