In the classroom teaching of Xu Zhiying, Mei Chang Primary School of Renxing School, we often find that students are distracted from learning and even have behaviors that affect classroom discipline. For example, students do not listen carefully and engage in small movements, forming The teacher talks about the teacher on the blackboard, and the students talk about theirs below. The classroom teaching is a mess. At this time, if the teacher does not handle it properly, it will affect the classroom atmosphere. We all know that Mencius told a story in "Mencius. Gaozi Part 1": Two people with similar IQs simultaneously worshiped the master Yi Qiu as their teacher. As a result, their academic performance was very different. This allusion tells us: The same teacher teaches, but the results are very different. This is not the difference in their intelligence, but the degree of concentration. This shows that in the process of listening to lectures, whether students are attentive or not is crucial to the improvement of their academic performance. Psychologists believe that attentive learning is the direction and concentration of cognitive objects by people's mental activities in a state of waking consciousness. When a person feels something faster, deeper, and longer. An educator once said: "Concentration is the only door to our soul, and everything in consciousness must pass through it before it can enter.". However, students are distracted in class and do not listen carefully. What is the reason? I think there are the following aspects: 1. Internal reasons: (1) Being in a daze, distracted, making small movements and talking small words. They took advantage of the teacher being very focused on teaching on the podium and turned a deaf ear below. Their eyes were dull and their expressions were dull. Maybe they were thinking about someone or something; some were playing with toys, such as origami airplanes, and fiddling with school tools with great interest. Secretly reading little books, eating unfinished snacks, drawing, etc.; or whispering, discussing in a low voice, saying things that have nothing to do with the current classroom learning content... (2) Mental imbalance. Some students have their self-esteem hurt, such as being ridiculed, sarcastic, receiving undue interference, having conflicts with parents and classmates, etc., resulting in a lack of psychological security and self-confidence. Some students are overly dependent on their parents, lack patience for difficulties and challenges, or suffer from emotional distress. (3) Tendency to be tired of learning. Many students are overburdened. Teachers and parents have high expectations for them and set high goals for them. Many students feel guilty and troubled because they have not achieved the goals set by teachers and parents. mood. (4) Some have lost confidence in learning due to poor basic knowledge, and have no choice but to be forced by their parents to come to school to protect themselves from wind and rain and vent themselves. (5) Some people want to show off in front of their classmates and become the so-called "boss" in the class, looking for scumbags, touching this and that from time to time to show their prestige. Two: External reasons: (1) Inappropriate learning content. The difficulty of learning content is also related to concentration. What you learn should not be too difficult or too easy. It should be appropriately difficult and easy. If what you learn is too difficult, has no connection with the knowledge you have mastered in the past, and cannot be understood, you will easily become sleepy, and of course it will be difficult to concentrate. What you learn should not be too easy. If the content of learning is limited to simply repeating what you have learned in the past, without spending much effort, your attention will inevitably be distracted. (2) The influence of classroom learning environment. Favorite toys placed on the desk, untimely layout in the classroom, loud noises and other noises, etc. These factors that have nothing to do with learning can easily create new excitement points in the cerebral cortex and interfere with students' concentration. (3) "Loveless" education method. Some of our teachers have not adapted to humanistic education, cannot lead by example themselves, do not have enough love for students, cannot enter the students' spiritual world, and establish a harmonious teacher-student relationship with the students. There are also some teachers who have not mastered the art of educating people. If their students do not perform well, they will only criticize, scold, and cynicize. They will not provide timely guidance or sincere encouragement when students have difficulties in learning. This kind of education without "love" is a huge blow to some students who are tired of studying. They often have a negative attitude of "breaking the jar and breaking it" because of their poor academic performance, and they also show poor performance in other aspects. Rebellious, negative and even some bad behavior. These behaviors aroused great disgust from teachers and classmates, so they began to isolate them, neglect them, not treat them as members of the group, not provide help, and not interact with them. This attitude deeply hurts them, severely dampens students' self-esteem, and puts them in a state of being unable to control themselves, resulting in inattention in class. (4) Wrong teaching and management methods. Some of our teachers found that students were not paying attention in class, and knowing that the students could not answer the questions because they were not paying attention, they deliberately raised their voices and beat them down: "Student so-and-so, please repeat what the teacher just said.
", "Please answer the question just now. ", "I know you can't answer. "Only when students are blushing with shame will they give up; some teachers do not change their roles and do not consider students as the main subjects of learning, but simply use "indoctrination", "injection" and "cramming" " teaching model; some teachers do not have enough understanding and grasp of learning methods such as inquiry and cooperation, resulting in students' lack of intrinsic motivation to learn and inattention in class. (5) Influence of family. Some of our parents have excessive demands and expectations , making students feel that no matter how hard they try, they cannot meet their parents' requirements, and no matter how hard they try, they fail, and they will gradually lose confidence and have doubts about their abilities, resulting in the consequences of not concentrating on learning; some parents just let it go and ignore it. They are indifferent to whether students study or do homework when they return home from school, and they do not play the role of supervision and supervision. This causes students to ignore their studies and not concentrate in class; some family members are not harmonious, which affects students' emotions and students In such a family, there is no sense of family warmth, anxiety, and lack of concentration in class. (6) Social factors. The illegal opening of some entertainment venues, such as game rooms and Internet cafes, does not prohibit the entry of students under the age of 18, which makes some students feel uneasy. Students have tasted the benefits of games and can no longer calm down to learn knowledge that they think is boring. Some students often play in Internet cafes until dawn, and fall asleep on the desk as soon as they arrive in the classroom, turning day into night. This phenomenon is most common in rural areas. In view of the above factors, in classroom teaching, how can we prevent students from violating discipline, organize teaching, stimulate students' enthusiasm for learning, make them focus, and add interest to the classroom without hurting students' self-esteem. What? I think we can use the following methods to deal with it. 1. It is common for teachers to criticize students. If the method is used properly, it will have unexpected educational effects. For example, if the teacher cannot use it, such as making small moves or telling jokes in class. Educating and correcting in a circumstantial, humorous or motivating way, without paying attention to the art of criticism, but by direct questioning can easily dampen students' emotions, affect the classroom teaching atmosphere, and even cause students to become bored with the teacher's class, like me. During the lecture, I found that a student was lowering his head and making small movements and not listening carefully. I did not point it out at the time, but turned a blind eye. Then I pointed to the student next to me who was listening very carefully and said to everyone: "Classmate ××, listen Seriously, should we learn from him? "The students answered in unison: "Yes", so all the students became attentive, and the student who made small moves also began to listen to the class seriously. 2: Eye Suggestion Method Once, I was in a Chinese class and found that there was someone in the class. One student was not paying attention to the lecture, either making small movements, or staring straight at the blackboard or a certain place, and sometimes turning back to talk to other students. At that time, I really wanted to call his name and let him speak in front of the whole class. I made a fool of myself in front of my classmate, but when I thought about it, wouldn't this hurt the student's self-esteem? I thought of using language to remind him, but I felt that doing so was not the same as the previous idea. Not only did it not save face for the student, but it also It would divert the attention of other children and affect the efficiency of classroom teaching. At this time, I used eye cues. During the lecture, I turned my face in his direction, looked at him all the time, and conveyed my blame and reminder to him with my eyebrows. , Silence is better than sound at this time, and an expectant look will definitely be better than a harsh reproach. When our eyes collided, his face turned red, he lowered his head in shame, and he never made any small moves again. He has changed, listened carefully, and his academic performance has been greatly improved. Three: Change the intonation method. The ups and downs and cadences of the teacher's voice are a lively spring in the classroom. When encountering students who cannot restrain themselves, you might as well use " By using the tone of the voice, let this clear spring quietly restrain and guide it, and the problem will be solved skillfully. Four: Behavior Guidance Method The so-called "behavior guidance method" refers to: implementing a set of rewards for good and punishment for bad in classroom management Measures should be taken to encourage positive behaviors and reduce negative behaviors. They should be adhered to for a long time and form a system. Rewarding the good is mainly a verbal expression of praise, while punishing the bad is to do a good thing for others and the collective to compensate for the guilt; to sing a song for everyone. Sing or perform a short program to increase the concept of self-control; writing a letter of guarantee, etc. Through such methods to provide students with behavioral guidance, they can expand students' healthy self-awareness and promote the self-improvement of their personality.
For example: One time when I was very absorbed in the lecture, the students were listening very seriously and suddenly found that Mo Mingjie, the famous "troublemaker" in my class, was doing tricks with his classmates, so I walked to their desks and used I stared at them for a moment and then walked away. When get out of class was about to end, I praised the students who paid attention to the class, criticized Mo Mingjie and his classmates, and punished them for cleaning up after school. classroom and write a letter of guarantee. From then on, the two of them no longer dared to make small moves in class, and listened very seriously to the class. The nickname of "Troublemaker King" disappeared from then on. This method also has the effect of "killing one policeman and killing a hundred." Five: Tacit understanding Our school held a class research activity, and I also participated. I listened to a public class given by a teacher. During the class, the teacher was teaching, and the students were all listening carefully. Only one of them was lowering his head and making small moves. students. The teacher saw this and did not call his name. Instead, he walked over casually and tapped the table with his hand. The student realized it immediately and stopped playing tricks. This action of the teacher is very subtle and cannot be noticed without careful observation. I think only the student and the teacher understand this action, right? Six: Group management method cooperative learning has been widely used by teachers in classroom teaching. In classroom teaching, student groups can help each other, supervise each other, and learn from each other. This not only mobilizes students' enthusiasm for learning, but also provides a reliable guarantee for the organization of classroom discipline. In short, there is a method for teaching but there is no definite method. In daily teaching work, there are still many methods worth exploring on how to deal with problems that arise in teaching tactfully. For example, create a quiet and beautiful learning environment, and avoid noise and noise inside and outside the classroom. Only when the school is quiet can students' minds be "quiet." Decorating the classroom well, posting famous quotes and students' calligraphy works around the walls; placing green plants in the corners and windowsills of the classroom; playing music and video materials related to the classroom content in the classroom can make students enter a state of concentration on learning. . At the same time, we must establish a democratic and standardized new classroom order, determine reasonable teaching content, carry out more interesting learning activities, and most importantly, care for every student with sincere care. We must open our arms to embrace them. Students will definitely eliminate the gap between them and their teachers and get closer to their teachers psychologically. We must encourage students in a timely manner for their progress in the classroom to help them build confidence, thereby generating the intention to continue to move forward and gain a sense of psychological satisfaction, success and self-esteem. A huge motivation that motivates them to keep moving forward.