Scientific definition of learning ability
Learning ability is the core part of quality education, and it is the fundamental ability of children to accept the outside world, absorb external information and adapt to the environment. Learning ability refers to the ability to acquire accurate knowledge and information in a fast and effective way, and to integrate new knowledge into the existing knowledge system and turn it into one's own experience. Its structure can be roughly divided into three levels: first, the physiological quality of congenital inheritance. The second is acquired experience. The third is the speed of knowledge internalization.
Elements of learning ability:
Intelligence factor
First of all, pay attention
The most important thing in learning ability is attention. We believe that attention should be classified as an intellectual factor, because it is the basis of all kinds of intellectual activities. Although there is no independent attention area in the human brain, there is no separate attention, thinking, memory, exercise and so on. All work is based on attention. So we regard attention as the primary factor of learning ability.
Second, coding ability.
Children's ability to encode symbols is a direct reflection of their learning ability. Symbol is a representation, and symbols include words, numbers and physical symbols. The learning process of modern human beings is inseparable from the learning of indirect experience, and symbols are the best representation of indirect experience, so the acquisition of symbols should be the main means of human acquisition. Chinese, math, English, physics, etc. It should be expressed by symbols. The sensitivity to symbols and the ability to encode and convert symbols are the decisive abilities in children's learning process.
Third, the ability of perception and movement.
Perception is a receiving system, and the ability to receive filtered information is the basic ability of human activities. Sports ability includes big sports ability and small sports ability. Coordination, vestibular positioning, spatial perception, muscle tension, etc. Big movements are very important, and they will also be reflected in learning ability. Fine motor ability includes fine movements of the mouth and throat, hands and eyes. The fine movements of the mouth and throat form a pronunciation system, which can produce a complete sound ring and have an impact on children's reading ability. Fine hand movements help the brain to develop its working ability. Fine eye movement is an important prerequisite for reading, and good eye movement ability can prevent children from skipping and missing words in reading.
Fourth, memory ability.
Memory is based on attention, and the maintenance of memory is also the basis of thinking, so most parents pay more attention to their children's memory. The most important thing in memory is children's working memory ability, not only the memory capacity and time, but also the coding ability in the memory process.
Five, thinking ability,
This is the highest level of ability, but it is based on the ability of perception, attention, coding and memory, and it is the ability to analyze and solve problems.
From the above analysis, there is a great difference between parents' intelligence and learning ability. Children in parents' eyes are lively, witty, fluent in language and good in memory, so some parents are confused. Obviously, children are very smart, but their academic performance is always not up.
nonintellectual factor
Non-intellectual factors (such as motivation, interest, etc.). ) and learning strategies (such as learning habits and methods) are called children's learning ability.
First, learning motivation
It is the key to generate continuous learning motivation. The learning process is boring, lasting and stable, which requires students to have the ability to resist filtering bad information in the wonderful world outside. This ability can not be maintained for more than ten years simply by cultivating interest in learning. Sustained and stable motivation is only driven by learning motivation and achievement motivation. The cultivation of learning motivation, first of all, is the cultivation of behavior habits. It is necessary to cultivate children's tolerance for boring words and symbolic materials, and regard learning as an internal task, not an extra task. Children have the desire to actively learn and explore, or experience the happiness of success in the learning process, and motivation is formed.
Second, learning interest theory
Interest theory is popular at present, but few people have studied the three characteristics of interest: novelty, transience and transferability. This is just the opposite of the three good qualities required by learning: learning materials and processes are boring, learning goals should be stable, and attention should not be diverted at will during learning. Interest teaching is essential for young children, but with the growth of children's age, the cultivation of learning interest should be gradually transferred to the cultivation of learning motivation. Only in this way can children form stable study habits.
Third, study habits.
It has a lot to do with children's auditory response and time concept. This is the focus of family education. Our view is that the problem of students, the problem of students, must be the problem of family education. It has little to do with the education of school teachers.
Fourth, learning methods.
Some students automatically summarize in the process of learning. These students have a high level of metacognition, and their grades can always be kept at a high level by constantly adjusting their learning strategies. However, some students can't self-recognize and self-correct, or adjust too slowly, so they may apply the learning methods of primary school to junior high school or senior high school, which leads to the decline of their grades in senior grades despite their hard work.
In our country, many teachers and parents know nothing about the unbalanced development of learning ability, and are used to treating these students as disappointing, unwilling to make progress and deliberately making trouble. For example, she said that many parents complained that "this child is very smart, but he doesn't pay attention to his studies" and "this child is too careless, and there is too much homework here or there". In school, these children are often regarded as "problem children", and some are even stuffed into the corner of the classroom. She said that in fact, the IQ of these children is not low, and it does not mean that there is a problem with attitude or quality. They are often very smart, and their intelligence level is normal or even extraordinary, but they can't reach an appropriate level in acquiring or using listening, speaking, reading, writing and calculating, which leads to the unbalanced development of their abilities. For school-age children, if this unbalanced development is too obvious, it will inevitably affect their academic performance. However, it is found that the mistakes in early family education often aggravate the imbalance of children's ability development, so that children lose their enthusiasm for learning and turn "love of learning" into "weariness of learning".
The imbalance of learning ability is due to children's internal reasons, environmental reasons and the interaction between individuals and the environment. For example, the poor educational environment, lack of suitable educational opportunities, exciting things and high requirements for teaching materials are all important reasons for the imbalance of students' learning ability. The overindulgence of parents is a big obstacle to the development of children's ability. In addition, the apartment-style living conditions make the only child lack of partners, and the monotonous life day after day hinders the development of children's language, movement and practical ability.
From the perspective of children's development, preschool period is a good opportunity to exercise children's comprehensive ability. Experts suggest that parents should always observe what their children are doing better and what they are lagging behind their peers, so as to consciously provide more opportunities for their weak abilities at an early stage and make their abilities develop more evenly.