Attention to classification is generally examined in the form of objective questions in the examination of teaching recruitment or teaching funds. Subjective questions will involve the application of attention in teaching practice. Here, I will help you sort out the classification and application of attention, hoping to help the candidates.
1. Unintentional attention
Unintentional attention, also known as involuntary attention (involuntary refers to not accompanying will efforts), is a kind of attention without purpose and will efforts. The main reasons for this attention are the novelty, fluidity and contrast of the stimulus. For example, when shopping, it is easy to notice some people who dress strangely; Insert animation in ppt to attract students' attention; The teacher suddenly interrupted the lecture; The teacher speaks in a cadence, etc.
This kind of attention has both positive and negative effects, and should be used reasonably in teaching, especially for primary school students who are in the dominant position of unintentional attention. (1) Control factors unrelated to teaching to prevent students from being distracted. For example, teachers should dress simply and generously, and control their unnecessary words and deeds; Discard interesting but irrelevant factors in the courseware; The layout of the classroom should be as simple as possible; Reduce irrelevant noise around the classroom. (2) Use vivid teaching methods and teaching AIDS to attract students' unintentional attention.
pay attention to
Intentional attention, also known as casual attention, is a purposeful attention that requires will and effort. The main reasons for this concern are personal goals, indirect interests and will efforts. Such as: balloon games on the playground; Listen to the teacher's lectures; Learn to ride a bike.
Attention should be paid to cultivating students' intentional attention in teaching. (1) Cultivate students' learning purpose and make them realize the significance and importance of learning content. (2) Take reasonable teaching measures to stimulate students' intentional attention. For example, give signals to students' absent-minded behaviors (such as staring, patting, and suddenly stopping), suddenly ask questions or give criticism and warning. (3) Cultivate students' will quality and keep intentional attention.
Attention should be paid to the conversion between intentional attention and unintentional attention in teaching. If students are asked to pay too much attention to their studies, it will easily lead to fatigue; But if we just want to attract students' unintentional attention, it will make students' learning lack of purpose, which is not conducive to the formation of students' good will quality. Therefore, we should pay attention to the transformation of these two kinds of attention in teaching. Generally speaking, in the early stage of teaching, because students' interest still stays at recess 10 minutes, they need some vivid and interesting content to attract students' unintentional attention.
3. Pay attention after your heart
Intentional attention, also known as casual attention, is a kind of purposeful attention, but it doesn't require will effort. This form of attention is mainly caused by the individual's direct interest, proficiency or automation. Such as: an experienced cyclist; Mother knits sweaters; Take classes that you like very much. In teaching, it is necessary to cultivate students' intentional attention through their direct interest.
The above is the classification of attention and its teaching application. For more teachers to recruit educational psychology test sites, you can check the China Public Teacher Network-Educational Psychology Channel.
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