First, try to combine theory with practice. The original intention of many students majoring in psychology is to hope that this course can help them solve practical psychological problems, especially for normal students. They should grasp the problems in future education and teaching and study in combination with reality. However, in actual teaching, some teachers who teach this course often have a soft spot for theory and ignore its practicality. So that students remember concepts and theorems, but they can't cope with practical problems. Finally, they feel that "it is useless to learn." Based on the principle of "learning psychology should be effective", we believe that the best way to stimulate students' motivation in learning psychology courses is to combine psychological theory with four realities, namely, the reality of primary and secondary education, teaching and students' practice, the reality of ordinary people's daily life, the reality of students' learning and the ideological reality of students' learning psychology. This practice not only conforms to the direction of discipline training, but also meets the needs of students for the "practical value" of psychology. When connecting with practice, we should pay special attention to the following points:

1, specifically, don't generalize, but choose representative concrete examples to illustrate. For example, in order to illustrate how unintentional attention affects students' distraction, we can cite several common examples that happen to teachers and lead to students' distraction in class, such as teachers' fancy clothes, pet phrases, inappropriate gestures and details of the use of teaching media.

2, novel, that is, try to avoid those "famous cases" that have been quoted by many people many times, and try to contact new events and trends in primary and secondary school teaching.

3, close, that is, give more examples of education and teaching close to the actual situation of students, such as analyzing some good practices of students in our school and some teachers in this city in education and teaching, which is easy to cause students' psychological closeness and easy to accept and imitate.

4, targeted, that is, according to the characteristics of different departments, make different choices for teaching content. Mainly reflected in three aspects: first, it is slightly biased towards liberal arts students. For example, the content of "Thinking and Language" pays more attention to liberal arts than science. The content of "brain and psychology" is light in biology department and heavy in other departments. The second is to give as many examples of the subjects taught as possible. For example, the teaching of mnemonics is not only a general life case and a foreign language, but also many specific cases. It turns out that students are most interested in special cases. Third, pay attention to subject characteristics in teaching characteristics. For example, the famous sayings of philosophers often make students in philosophy department taste like wax, but they are refreshing in Chinese department; Literary language is easily regarded as a gimmick in Chinese department, but it will be refreshing in other departments; English marked with professional terms and foreigners' names is a bit redundant in general departments, but it will be very popular in foreign languages departments, and so on. How to do this requires psychology teachers to go deep into the teaching of primary and secondary schools and students' learning practice, which can be obtained by guiding students' educational practice, keeping in touch with graduates of our school, or talking with some primary and secondary school teachers and reading educational magazines.

Second, pay attention to the program design of classroom teaching.

Students' class is like listening to a story, with a beginning, an climax and an end, so is classroom teaching. Students hope to enter the teaching content with great interest under the guidance of teachers, and then learn relevant knowledge easily, and finally end up unfinished. This kind of classroom teaching can fully attract students' intentional and unintentional attention and combine them organically. This kind of classroom teaching will make students really feel the charm of psychological counseling practice and give birth to a strong motivation to learn this subject from the bottom of their hearts. In order to unify "teaching" and "learning", we divide classroom teaching into three procedures: one is the initial part of introducing topics and stimulating learning interest and motivation. The second is to carry out bilateral teaching activities and complete the main part of teaching tasks. The third part is the end of the topic, which lays the foundation for the next teaching. These three parts are designed as follows:

(A) strive to start with a novel and vivid way, from the beginning to seize the students' "heart".

1, the question begins. That is to ask certain questions, arouse students' desire to solve problems, and then introduce the methods of this subject. For example, when talking about the chapter "motivation", we first put forward that "everyone has various behaviors. What is the psychological engine that drives these behaviors? " Question, and then export the topic.

2. The beginning of the experiment. That is, the method of starting from doing experiments or talking about experiments. Hands-on experiments and attention to experimental conclusions are all of interest to students. In this way, under the guidance of interest, there will be a good start of learning. For example, the design at the beginning of the chapter "Attention" is to let students pay attention to some numbers and calculate the sum of these numbers. As for the shape and color of numbers embedded in geometric figures, students are not required to pay attention, and then ask students, "What color and shape are the numbers you just saw embedded in?" The students looked at each other, "ah! Didn't pay attention. " At this point, the importance of attention to cognition is introduced in time, and then the topic is naturally led. For another example, the chapter "Perception" first talks about the "sensory deprivation experiment" of W.H. Bexton and others. While knowing the meaning of sensory perception, it naturally leads to the theme. In addition, it is often used to start with famous sayings, stories and connecting the past with the future.

(2) Try to connect the main parts and integrate "teaching" with "learning". Textbook compilation is based on chapters. Although this system is scientific, it is not a cognitive system especially suitable for students' learning process. The teaching design, which is simple and easy to explain, is consistent with students' cognitive characteristics, just like listening to stories. That is, teaching according to the law of learning, so that teaching and learning can be carried out in harmony, which is the concept that successful teaching must follow. We can absorb some ideas of "program mathematics" (such as small steps, program arrangement, etc. ), most chapters omit the "section", directly decompose the teaching content into topics, and then arrange them in a linear and progressive way according to the basic process of students' thinking activities in learning, and use certain conjunctions as the series between various small topics. This makes the teaching of the main part become an organic whole. There are two main modes: what is the use of type A? -What's this? -What's up? -How? What is type b? -What's the use? -What's up? -How? What is the meaning or importance of "arrangement"? The content of "definition" or "basic concept" in What is it; How to arrange the physiological mechanism, classification, process and characteristics; " How to do it "includes" training "and" identification ". Psychological phenomena are both familiar and unfamiliar to people. If the topic from the "beginning" is familiar, it is easy for students to produce it first. What's the use of "? "The ideas are arranged according to Type A. If the derived topics are unfamiliar, students are likely to produce them first." What is this? "The idea, just according to the type B layout. Of course, this mode is not mechanical, and different content should have different variants or modes accordingly. This program arrangement is designed according to learning, but in order to ensure that all students' thinking flows according to the teaching program, there is no phenomenon of "stagnation" and "overflow", it is necessary to set up "channels" between various small topics to guide "flow", which is the "connecting" design. The way of cohesion is mainly "question type". Problems can be naturally generated by students in the study of the last topic, or they can be extended by teachers. For example, the connection between "motivation" and "need" uses an extended question: "People's behavior is caused by motivation, so how does motivation come about?" Besides problem-based cohesion, we can also use the cohesion methods of "guidance" and "commitment".

(3) Try to do it in the best sense, and lay a foundation for future teaching.

List three common ending ways:

1, end of question. That is, the ending method of asking questions and making students think after class. The questions raised are easily confused by students in their studies, controversial academically, or declared to be answered in the next class. For example, after the "two signal systems" are finished, they ask, "Circus animals can act according to human instructions, but do they have a second signal system?" As a result, the students had a heated discussion after class.

2. The climax ending. That is, the ending method to make students' learning emotions reach a climax in the next class. This is similar to the climax of some novels and music. The way to cause emotional climax is sometimes to put the content that students are interested in at the end, and sometimes to tell a very enlightening example or an inspiring famous saying or a recited poem.

3. End the ending. That is to sum up the whole class in concise language and leave a clear impression on the students. Third, adopt a variety of teaching methods. If the object of attention is rich in content, complex in characteristics and active and changeable, then students' attention is easy to be stable and lasting. Therefore, it is necessary to adopt diversified teaching methods to stabilize students' attention and better mobilize students' learning enthusiasm. We mainly adopt the following methods:

(1) Heuristic teaching method is the main method used in teaching at present, but how can we avoid the injection of straightforward narration as a heuristic method? The key is to grasp the following two points:

1, arouse students' problem consciousness. Only when there are problems can we think, let the problems run through the whole classroom teaching, and let the students' thinking always be in a positive state.

2. Change the single method of "conclusion plus example". Conclusion Adding examples is a common saying, which is easy to make students form a mindset and can't fully arouse their learning enthusiasm. If the method of telling stories or conducting experimental demonstrations first, and then letting students think or summarize conclusions under the inspiration of teachers will stimulate students' sense of accomplishment, then the true meaning of so-called happy learning will come out.

For example, if we talk about "the influence of language on perceptual understanding", we can first show the "speckle pattern that can form perception", and then use language tips to let students form correct perception when they don't know what it is, and then draw a conclusion (topic), and then deepen their understanding with teaching examples. This method of "example leads to conclusion" or "example leads to conclusion plus example" is much better than the method of "conclusion plus example", although it is a small change. The former often makes students sleepy, while the latter is easy to make students interested.

(2) The contents in the textbook of reading guidance method are basically consistent with the teaching plan, and teaching is most likely to fall into "following the book". Using reading guidance to deal with this part of the content can effectively alleviate this situation. Specific practice: list the outline or questions for students to read by themselves, then ask questions or talk briefly, or talk about key and difficult points or give examples to help students understand and master. Of course, you can also point out the page numbers of textbooks and reference books for students to read after class. In this way, students' note-taking time is shortened, their learning style is changed, after-class review is convenient, and teachers' teaching progress and teaching ability are also improved, which has many benefits.

(3) The teaching practice of classroom discussion proves that multi-word teaching is more popular with students than one-word teaching. An opinion is a question of opinion. Teachers' opinions may be authoritative, but students' ideas are not necessarily insightful. Listen to the voices from all sides and let the spark of thought sublimate in the collision. The debate may be flushed, but in the war of words, the friendship between teachers and students and between students has deepened, the perspective of seeing problems has increased, the sense of participation has increased, and the interest in learning psychology has also increased. This is the real teaching and learning, and it also returns to the essence of teaching. Of course, the course of public psychology is a large-capacity teaching, and teachers need to use their brains to discuss whether it can be in-depth rather than formal.

(D) Teaching Practice Method As a future teacher, it is far from enough to achieve good teaching results in educational practice, and to master educational concepts and theories. It is the standard to measure the realization of educational goals to transform ideas into practical productive forces and cultivate qualified educational talents in practical education and teaching. Therefore, providing a platform for students' teaching practice, finding out their problems by allowing students to simulate and practice real classroom teaching situations, and giving psychological explanations to the problems, so that students can realize the great charm of psychology in guiding practice in "epiphany" is a powerful driving force for students to learn psychology and an effective way to improve teachers' quality and ability. In this way, students can better experience the concept of "psychology is the foundation of pedagogy" and form psychological knowledge and skills. This is the so-called "teaching practice method". In the concrete implementation, students can prepare lessons in groups, represent themselves on the stage, represent themselves-their own groups-other students-teachers' comments. Practice has proved that this teaching method makes students feel "practical" and "powerful", which not only firmly grasps the relevant psychological theories and knowledge, but also has the opportunity to exercise and show their talents, experience the pleasure of engaging in teachers' professional activities, and clarify the ideal of normal education, and the teaching effect is very good.

In addition, intuitive demonstration and practice are also good teaching methods.

Fourth, improve the importance of teaching language art. There's nothing to say here. Various rhetorical devices in the language, as well as famous sayings and aphorisms, proverbs and idioms, poems and songs, anecdotes of celebrities and scientific stories can all be used to add color to the teaching language; The humor and "shaking the burden" of cross talk, the plot and suspense of drama, the fluency and suspense of story telling, and the charm and passion of poetry can also be used for reference in teaching. The cooperation of body language can enhance the effect of expressing feelings and feelings. All these can play a great role in improving the quality of classroom teaching, reflecting the interesting characteristics of psychology, especially for those contents that are "boring" but temporarily "helpless" in teaching methods and places that need "psychological rest" in teaching. For example, when talking about "the stability of interests", some idioms are fickle and fickle. They are all used to explain the instability of some people's interests, and students don't respond much. Instead, use "one shot for one position" to make the classroom atmosphere jump.