First, fully mobilize the potential of students
"There are no students who can't be taught, only those who can't be taught successfully." Teachers will praise as well as praise. Appropriate praise can encourage students, enhance their confidence, stimulate their desire to learn, give them motivation to learn, raise their sails and lead them to the other side of success.
Praise should have a sincere love, a pair of discerning eyes for praise and a moderate tolerance. We should change our critical attitude and treat students from the perspective of their growth. We should look at the problem dialectically and find as many bright spots in it as possible. This is the premise of praise.
Praise must be realistic.
. The evaluation of students' behavior should be objective and fair. Right is right, wrong is wrong. Don't exaggerate and don't shrink. Whether praise or criticism, we should seek truth from facts and pay attention to practical results.
Praise should be fair and consistent. For different students, whether gifted or poor, as long as any student has the same good performance, they should be praised in time, which shows that teachers are equal, fair and just.
Praise should be timely and moderate. When students perform well and make progress, they should generally be praised immediately and strengthened in time. Praise should also be measured. Too much praise will cause students' impetuous psychology, praise will become a formula, and such praise will lose its due value and significance. Praise should not be too cheap, nor too much.
Praise should pay attention to ways and means. Public praise and private praise should be carried out simultaneously. We should consciously praise some guiding and typical student behaviors in public. For some senior students, it may be more pleasant to praise him in a low voice than in the whole class, because it will prevent him from being discussed and envied. Don't compare students casually. This is not a clever way of education. The language of praise should be flexible, implicit and specific.
Second, urge students to change their learning style.
Creating humanistic environment in the classroom. We should respect students, be willing to accept them and give them a free and relaxed psychological space. Let students be willing to "communicate" with you in class and actively think about what to say. As long as students express their opinions sincerely, teachers should respect and understand them and make them realize their value. If teachers can't let go of their "superior" position or insist on their "authority", students will deny or even criticize if they say they don't meet their "standard answers" drawn up in advance, so communication will be very difficult.
Let interesting, open and comprehensive "dialogue" teaching become a vast world for cultivating students' creativity.
Respect students' personality characteristics. The beauty of life lies in the uniqueness of personality. Only by recognizing and respecting individual differences can we arouse students' enthusiasm, develop their potential and cultivate their creative spirit, so that they can embark on their own life journey and show their wonderful life. Teachers should be "student-oriented",
According to individual characteristics, we should adopt corresponding teaching methods, encourage questions and ask difficult questions. Because asking questions is much more important than solving them.
Third, effectively highlight the dominant position of students
Trust students fully and give them opportunities as much as possible. The new curriculum not only proposes to change students' learning style in theory, but also creates conditions for students' autonomous learning in practice, such as reducing the content and difficulty of teaching materials, with the aim of providing more space for teachers' teaching and students' learning. Teachers should be willing to be the promoters, organizers and leaders of students' learning, and be willing to give students opportunities and maximize the space for students to learn independently.
Pay attention to the disadvantaged groups of students. A considerable number of students have poor frustration tolerance, so it is necessary to help students enhance their frustration tolerance. Let students realize that setbacks are common, and they will not lose heart or shrink back in the face of setbacks. It is necessary to sum up experience and lessons, find out the crux and weakness in time, and strive to improve; Discover advantages and strengths, cheer up and build confidence. If students want to go out and live in society in the future, they must really turn from elite education to universal education.