Asymmetrical problems and educational strategies
Asymmetrical problems and educational strategies
I. Elimination of obstacles: enhancing health psychography
The negative sentiments of poor school students, who experience too much learning failure due to underachievement, and self-esteem are undermined, leading to less motivation, less confidence and less enthusiasm for learning, are in turn obstacles to their continued learning. The development of a healthy mental quality and the enhancement of psychological resilience are important prerequisites for helping students in need out of learning difficulties。
(i) motivating learning. The motivation for learning is the underlying motivation that directly motivates and sustains active and active learning and is one of the underlying psychological factors of learning. There is a lack of motivation and a lack of motivation prevalent among students in school. Incentives for learning are first and foremost designed to clarify the meaning of learning. The first is to recognize the social significance of learning, to link current school learning and future social development, and the revitalization of the nation in order to enhance the students'sense of historical responsibility and to stimulate their long-term motivation; and the second is to understand the specific purpose of learning in various disciplines and the specific significance of relevant knowledge in order to increase learning initiative and self-learning in the corresponding disciplines. In this way, by creating awareness among students of the need for learning to be in their own personal interest, as well as the need to develop and rejuvenate their societies, they inspire their learning motivations, replacing inertia with a positive mindset, and by transforming “i want to learn” into “i want to learn”。
(ii) building learning confidence. Despite the fact that many of the students in school have shown little concern about learning failures, in fact, they have a heavy sense of inferiority in their hearts. In order to eliminate their inferiority and build confidence, it is important to understand that teachers must guide their students to the realization that every normal-growing person has great learning potential, that there is no natural distinction between “smart” and “massive”, that poor learning achievement does not mean that intelligence is necessarily inferior, and that self-confidence, self-empowerment, good methods, hard work and hard work are necessary to keep up. Second, in order to experience success, teachers can often design in the classroom questions that are answered by students who are in need and who are encouraged and praised in a timely manner to increase their psychological experience of success, share the psychological feelings of satisfaction, and over time, compensate for the psychological trauma of loss of self-confidence, build confidence and enhance learning motivation and motivation。
(iii) fostering learning interest. Psychological research has shown that matters of interest can easily be noticed. Children who watch tv, play games, access the internet, without warning, can concentrate because of interest. Individual interest in learning activities increases the efficiency of learning activities. Confucius has learned for over 2,000 years that “the knower is not the better”. As mr. Tao has also said, “students, when they have a taste for it, are willing to work with their full spirit, and learn and enjoy. The development of interest in learning is seen as an effective means of moving students from “hard learning” to “loat learning”. As a result, teachers can choose flexible and diverse teaching methods based on the student's actual situation, making full use of the advantages, stimulating interest in learning and attracting the attention of students who are in need。
(iv) empowering self-education. Self-educative capacity is largely self-reliant in solving its own psychological and behavioural problems. Teachers are unlikely to be able to teach their students for the rest of their lives, and they can benefit from the empowerment of their own education. Too many failed learning experiences make it easy for them to develop negative self-awareness, raise their level of self-awareness, objectively self-evaluate, find a gap between themselves and their goals, generate self-incentives, develop healthy self-perceptions, and thus achieve self-regulation is key to helping them out of learning difficulties. On the one hand, the principle of gratification requires teachers not only to entertain each and every student well, but also to develop their self-pleasing feelings, to prepare them to face their own problems and to be confident in overcoming learning difficulties through their own active efforts; on the other hand, teachers in the teaching process, through self-setting goals and systematic implementation, develop a moderate sense of learning stress among students in need, focus their attention, remove disruptions, overcome difficulties and gradually improve learning outcomes; and, third, teachers should be careful to develop a self-reflectional consciousness of students in need, to combine psychological activity with operational effectiveness, to learn lessons and advances from learning failures, to develop self-restraint, supervision and control and to promote continuous learning。
External factors and impacts: creating a good learning environment
Environmental procreation is a very effective silent education, which is properly applied with a good educational effect and can inspire people to work in one direction or another. Therefore, creating a good psychological atmosphere through teachers ' behaviour and learning difficulties, optimizing the learning environment, and overcoming and avoiding the causes of learning difficulties is an important condition for helping students to escape from learning difficulties。
(i) positive recognition of each student. The greatest responsibility of education is to foster good qualities of self-confidence, self-esteem, self-esteem and self-empowerment. In the case of students in school, teachers need to bear in mind the ancient teaching that “the number of sins is less than one prize”. Because positive encouragement always brings great relief and great momentum, negative `punishments lead more to evasiveness and reticence and loss of confidence and pleasure. Thus, a successful educator is always based on positive recognition, active reinforcement, efforts to discover the strengths and progress of students, and prompts them to be encouraged in time to inspire the self-esteem, self-confidence and enthusiasm of the students, reduce the impact of failure on them and generate positive emotional experience, thus helping them to emerge from learning difficulties。
(ii) provide each student with a stage for self-expression. Suholimlinsky said, "let every student stand up and walk at school." schoolboys do not mean that they are worse in other ways. Teachers are expected to be kind to their mothers, to be true to them with fire, and to discover the merits, interests, preferences, specialties and strengths of every student. They are provided with conditions and opportunities to take advantage of their strengths and strengths in other areas, so that they can express themselves in a positive way in their collective lives, such as in the form of posters, duty days and inspections to ensure hygiene and hygiene. It sees hope and confidence in the progress it has made with the help and encouragement of teachers; it feels its existence and value from where it grows. Thus, self-awareness is constantly enhanced and self-identification is achieved, which in turn better promotes learning。
(iii) creating a “learning-in-aid” atmosphere. Teachers can encourage those in their class or upper grades to make friends with those in need and share learning experiences and methods with them. Such efforts not only help the latter in learning methods, but also in learning in particular. They can also make them feel respected and trusted and help to overcome the sense of inferiority that arises from learning difficulties. Teachers can also keep students in a harmonious learning environment by strengthening their sense of solidarity and collective belonging, reducing the learning and psychological gap between eugenics and students in classes, optimizing the transformational conditions of students in difficulty, and avoiding them becoming victims of “scientific education”。
Operational path: help students learn
Learning how to learn is a defining slogan in the field of educational psychology today. In a sense, the greatest difficulty in learning is not knowing how to learn. We cannot be content to inculcate them with knowledge because they are difficult to learn, without knowing the results, but only to make them more passive and even distasteful. Therefore, mastering scientific and effective methods of learning and learning are important elements in helping students to emerge from learning difficulties。
(i) teaching in close integration with disciplines. Teachers should work in conjunction with the teaching of disciplines to guide students who are in need in the development of learning programmes, how to learn, how to read, how to learn, how to write, how to review and practice, how to learn memory, how to organize knowledge and how to develop and apply scientific methods in the course of learning. Once they find that their recent academic success has benefited from the application of learning methods, learning motivations are enhanced, learning methods are further improved and learning achievement improved。
(ii) enhanced learning skills training. The key to helping needy students learn how to learn is to master effective learning methods. Learning methods are both applied knowledge and the development of mental skills. It is only through training that learning methods can be translated into habits or competencies that their true value can be demonstrated. As a result, teachers should have a destination for learning skills training for students with insufficient learning skills and habits. This training requires students to study on several occasions under the direct assistance and supervision of a teacher or parent, and even to demonstrate, read, examine or add to their work, so that the trained students acquire basic learning skills and develop good learning habits. While such training requires considerable time and effort on the part of the teacher or parent, it can yield a multiplier effect. In addition, learning methods require students to apply them continuously in learning activities, learn lessons in a timely manner, think about what works for themselves and what does not fit for themselves, and develop a learning methodology that is appropriate for them。
(iii) establishment of realistic objectives. Some learning goals are a source of motivation for students to learn, and the poor performance of students is a major reason for not fighting. In the course of teaching, teachers must be careful to guide students in difficulty in setting learning goals, the basic requirements of which are appropriate and concrete, since the appropriate objectives are conducive to enhancing the internal motivation of students, increasing motivation, motivation and motivation in learning, and accelerating progress in all areas; the specific objectives enable students to find a way to work and experience a sense of success at the initial stage, so that they are confident that they will gradually take on more difficult learning tasks and achieve higher goals. Thus, in setting the goals, teachers and school-age students need to explore and consult together to establish learning goals that are conducive to their development and that are acceptable to them, based on a comprehensive understanding of the current learning situation of school-age students。
(iv) development of good learning habits. The educator, mr. Yeh santao, said: “all good attitudes and good methods must be put into practice. It is only by becoming a habit of proficient, that good attitudes can be displayed at any time and that good methods can be applied everywhere.” the ultimate goal of learning is to develop a good learning habits for the poor. So, what are the good learning habits that need to be developed for those in need? This needs to be determined on the basis of the student's actual situation, and the main directions of their efforts include: overcoming lazy habits and developing habits of hard work and practice; overcoming shyness and developing habits of shame; overcoming carelessness and developing habits of carelessness; overcoming learning drag habits and developing habits of “day, today”; overcoming dependency habits and developing habits of self-reliance; overcoming learning pride and developing habits of self-fulfillment and learning; overcoming learning blindness and developing habits of scientific organization; and so on. Once these good learning habits are developed, students will benefit from them for life。
Narrative:
Helping every student succeed is the fundamental purpose of education and the common aspiration of every educationer. We need to properly understand the phenomenon of learning poverty, recognize differences, recognize the process, reach deep into their hearts and minds, recognize internalization on the basis of understanding, develop the treasures of their spiritual world, choose a breakthrough for their progress and create favourable conditions for their early success。
This post is part of our special coverage global voices 2011
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