Some students gradually lose their self-confidence in learning because of repeated failures, resulting in backward academic performance. Failure is actually not terrible, but also very common. It is a prelude to success, and it also sharpens people's will, but a small number of students lose confidence because of repeated failures. In our Chinese teaching, especially in the middle and senior grades, we often see some autistic students unwilling to actively participate in the discussion and take the initiative to speak. This is a sign of lack of self-confidence. Because I dare not face failure again, I escape and stay away from learning. Knowledge learning is a process of psychological internalization, and how can a student who loses interest in Chinese learning and confidence in his learning ability really learn Chinese well? Therefore, the author believes that it is an urgent problem to create as many "successful" opportunities as possible in Chinese teaching and establish the self-confidence of students with learning difficulties.
In the process of teaching, the author aims at helping students build up their self-confidence and takes improving students' interest in learning Chinese as a breakthrough. Here are some specific practices:
First, optimize classroom teaching and cultivate interest in Chinese learning
From the perspective of pedagogy, interest is an internal force and a driving force for learning. Often determines the number of revolutions when the brain machine works. The stronger students' interest in learning Chinese, the higher their enthusiasm for learning and the better their Chinese scores. The so-called interest cultivation, in psychology, refers to mobilizing students' potential learning needs.
1. Enlighten students' minds with clever leads.
Russell, a British educator, said: "All disciplines essentially start with mental enlightenment. The teaching language should be fuse, shock wave and stimulant. It must have the effect of stimulating people's minds and stimulating people's thinking. " If we can seize the opportunity at the beginning of Chinese class and design the lead to be emotional, concise, lively and witty, it can not only stimulate students' interest, render the atmosphere, naturally guide them into the text study, but also help students concentrate and get emotional.
The task of lead-in is to lead students' interest in learning to the teaching content quickly. I remember that before reading "White Poplar", I designed a descriptive language and said in an affectionate tone: "There is a plant in the vast desert, which is tall and beautiful, and it will make people feel refreshed; It is flourishing, which can make people have endless reverie; It is not afraid of drought and flood, which gives people a lot of enlightenment. It's poplar! Now let's go to the Gobi Desert and see the poplars! " This brief and vivid introduction, beautiful and profound, sums up the character of poplar, helps students with learning difficulties understand the text and touches their heartstrings. It is important to stimulate their interest in reading the text and promote them to enter the artistic conception expressed in the text smoothly.
According to the psychological characteristics of learning, 5-20 minutes after class is the best time for a class, and students' thinking is the most concentrated and lively. Therefore, in addition to careful design and introduction, the most important or difficult content in the new lesson is often discussed and solved in the first half of the class.
2. Induce learning and strengthen students' subjective consciousness.
In the traditional teaching mode, most students are still in a "passive" position, and classroom efficiency depends on students' participation. In order to make students with learning difficulties grow up confidently and happily, in the form of teaching, I pay attention to creating conditions and opportunities for each student to try, think and talk, so that they can learn through music and make progress through music. In terms of teaching methods, we strive to give every student the opportunity to take the initiative to participate, and let every student have the opportunity to discuss, discuss, express their opinions and try to explore and solve problems in class.
According to the students' understanding of the order and level of the teaching materials, I try to design different self-study outlines in the new class, so that all students can learn the text by themselves with (different) questions, and everyone can use their brains, use words and even operate.
3. Carefully design diversified and hierarchical exercises.
Practice is an important way to master knowledge and form skills. Bloom once put forward the theory of goal classification, which gave us the enlightenment of implementing effective teaching for students with real difficulties: changing simple overall training into hierarchical training and diversified exercises. For example, when teaching the article "Our Warrior Qiu", I designed such a set of exercises in class:
(1) Fill in the blank: "I found that more than 60 meters ahead is the enemy's forward position, not only (), but also (), even ().
(2) display text:
"Cough, skip your legs, move, shake your head slightly" tries to organize these words into a sentence pattern of "not only ... but also ... even", which shows that lurking must be motionless.
(3) In connection with the second paragraph, say one or more words and use "not only ... but also ... even". (Encourage multi-angle expansion). Such different levels of practice design not only make students with learning difficulties "jump" and "pick peaches", but also make their goals hierarchical, which is conducive to students with learning difficulties starting from their own foundation and gradually meeting the teaching requirements. The diversification of ways provides a space for further development for students who meet the basic requirements.
There are also some mechanical exercises, such as copying new words. I give the initiative to the students. They discuss what words to copy, why to copy these words and how to remember them in communication. At this time, their greatest pleasure is that their suggestions are adopted by everyone. Practice has proved that I have the initiative of "I want to do it" and "I want to do it" because it is my own homework to discuss and decide. Positive emotions will bring much higher good results than people estimate.
Second, create situations to stimulate Chinese learning motivation
Creating situations can stimulate students' reading motivation, interest and emotion. In the classroom, teachers should be "directors" and "coaches", induce students to "do as the Romans do", promote students to feel "do as the Romans do", enlighten their thinking and enhance the teaching effect.
1, create a beautiful situation
Dr. Roger Sperry, an American psychologist, proved that the functions of the two hemispheres of the human brain are highly specialized and highly coordinated and complementary through the experimental study of the "schizencephalic gyrus". The left brain is the center for processing speech, abstract logical thinking, concentrated thinking and analytical thinking, while the right brain is the center for processing images, thinking in concrete images, divergent thinking and intuitive thinking.
In teaching, we must fully develop psychological factors such as intuition, image, sense of language, imagination and emotion, which are closely related to China's language characteristics and the function of the right brain, and guide students to "restore" from words to the representation system in their minds. "Putting yourself in the other's shoes" is an important way to "restore".
Chinese textbooks are rich in natural beauty, scientific beauty, social beauty and artistic beauty. With the help of images, objects, language and moon groups, we can reproduce beautiful situations, guide students to reveal the connotation of language, inspire students to have rich imagination and extensive association, and cultivate students' ability of analysis, comparison, abstraction and generalization.
For example, when I was teaching "Huoshaoyun", I strengthened the expression reading. In the second class, I adopted the method of reading aloud by one student, while others closed their eyes and imagined, and played music at the same time, which brought the students into a beautiful situation, appreciated the strange changes of Huoshaoyun in the sky, explored the inner beauty of the teaching materials, and inspired the students' love for beautiful natural scenery.
When instructing students to read aloud, we should pay attention to the different uses and different artistic conception of the 23 words "le" in the text, and properly reveal the thoughts and feelings contained in reading aloud.
2. Create problem situations
Reading is a complex intellectual activity. To truly understand the article, we must create a thinking situation, change the relaxed psychology that students with learning difficulties usually have in class, keep their thinking in a tense and lively state, "force" them to think and explore actively, mobilize the existing knowledge reserves to solve the problems they face, and extend their thinking tentacles from class to extracurricular. Not only that, but also often encourage them to express different opinions, especially those different from those of excellent students, teachers and textbooks, so as to change the situation that students with difficulties always follow others or textbooks and dare to break the mindset and develop different thinking.
For example, when I was teaching my little hero Rain, I asked the following questions: (1) What are the characteristics of Rain's hometown? (2) Is your hometown beautiful when it rains? (3) Why do you want to describe Yu Lai's living environment at the beginning of the article? (4) Is it related to the environment where it rains to cover Uncle Li? By creating problem situations, students with difficulties can easily realize that it is meaningful to describe the beauty of Lu Hua village in a large space at the beginning of the article, which shows that it is the beautiful hometown and the great motherland that have cultivated Lai's noble national integrity and heroic and unyielding fighting spirit, and have produced heroic acts of deceiving, threatening and beating the enemy, from which they have received vivid patriotic education.
3. Create a competitive situation
Numerous experiences have proved that the efficiency of the brain is much higher when it is in a competitive state than when it is not. "Competition" is an important means to help students with learning difficulties build up their self-confidence.
In order to let the students with learning difficulties experience the happiness of success, I first guide them to treat their grades scientifically, so that students can start from their own reality and compare with their own past to see if they have made progress or regressed, and learn to compete with themselves. At the same time, I also adopted the practice of lowering the height of knowledge steps to make them visible, tangible and tangible, so that students in senior, middle and junior grades can compete fairly and the middle and poor students can share the joy of victory equally.
I have conducted the following small competitions in different grades many times in class:
Memory contest. After reciting the same text within the specified time, everyone immediately chooses a few words or paragraphs to write in dictation, and then checks, corrects and grades each other. No less than anyone else, mainly depends on whether there is a back or not, and whether it is written correctly. Because the goal is clear and the time is specific, even the worst students enthusiastically participate in the competition and are not willing to lag behind.
Speed reading competition. It depends on who reads more in a limited time. If you open the specified text for speed reading in two minutes, close the textbook and write the main idea of the article in your notebook. The requirements for students with learning difficulties are that the written sentences are basically correct in meaning, with few typos and excellent punctuation. By participating in such competitions, their attention can be highly concentrated and their reading efficiency can be greatly improved.
Writing competition. That is, within a limited period of three to five minutes, see who wrote it correctly and ask for neat handwriting. Sometimes it's just to limit the amount of tasks and see who spends less time. Engage in the above-mentioned competitions in class, so that students' brain machines can operate efficiently.
A test. Sometimes it takes a long time to answer questions in class. The method is to ask each study group to write a competition question around the text they have learned. One group writes a question, the other groups answer first, and take turns. Those who answer correctly get extra points, and those who answer incorrectly get less points. Students' enthusiasm for learning is very high, which not only deepens their understanding of the text, but also enhances their thinking ability.
The enthusiasm of students to participate in the above competitions is very strong. The competition made them full of interest, lively and happy, so that they forgot the difficulties and fatigue in the joy.
Third, expect and encourage, and establish self-confidence in Chinese learning.
Most students with learning difficulties have poor initiative in Chinese learning and poor self-control in classroom discipline. Moreover, the intelligence level of these students is not low. The reason why their academic performance is not good enough is that they lack perseverance in studying. In addition, teachers have always easily denied and accused them, making them give up on themselves day by day. Belmont, a famous American psychologist, believes that teachers' negative behavior may affect students and make them evaluate themselves in a negative way, thus leading them to act in a negative self-perception way. For them, the fundamental solution is to mobilize internal drive and enhance self-confidence. The effective way is to pay attention to encouragement and adhere to positive education.
1, looking forward to it.
Belinsky once said: "Love-filled language will make people feel comfortable, make irrefutable persuasion like the light and heat from a raging fire, and make people feel warm." Rosenthal's "expectation effect" experiment also shows that if teachers have love for students, have good expectations for them, and often show love in their words, then students will inevitably have joy, optimism, hard work and positive emotions.
Combining the above points of view, when I summarize a class or a week, I will encourage those students with learning difficulties and then put forward higher-level hopes; When correcting homework, write a few words of affirmation, tolerance and encouragement in their notebooks, such as "Your academic performance has improved, and the teacher is so happy!" "Success belongs to people who work hard like you!" "Keep working hard and you will become a' white swan'!" "Come on, I believe you can do it!" Facts have proved that teachers' caring words and expectant eyes can often make students with learning difficulties gain initial self-confidence, thus enhancing their learning motivation and making some progress.
2. Commendatory encouragement
Psychological research shows that people's enthusiasm mainly comes from the desire for success. The most powerful motivation to promote students' learning comes from the achievements of students' own intellectual labor. The most effective way to make students have firm and lasting learning motivation is to let them get good feedback of learning results as soon as possible and continuously. It is difficult for them to see significant learning results at once. But with their own level of development, it is entirely possible to get some corresponding results.
Students with learning difficulties will build up their self-confidence after being positively evaluated and experiencing the joy of success. I think if we can catch and discover their success at any time, pass the evaluation in time, make their little progress affirmed and make their success tangible, then they will not lose hope. So I often let students see the advantages of others with a magnifying glass, and I also wear a magnifying glass to find the small progress of students with learning difficulties. Once people who have made progress are found, they will be immediately announced in the column of "personal style list" or "progress award", and their better homework will be posted on the wall. I also set up a "progress score" in the Chinese grade evaluation; Set up a "progress award" for students who actively speak; The "Golden Idea Award" was set up during the four-person group discussion. At the weekend, "progressive students" will be selected, and they will become the heads of the endorsement team next week. They will take turns reading in the morning in groups during the self-study time next week, and will also reward them with exercise books with the word "Award" printed on the cover in public, attracting everyone to give them the warmest applause and so on.
Step 3 understand encouragement
A large number of facts have proved that the progress of students with learning difficulties is a complicated process. Suhomlinski said: "Education first touches the hearts of young people with care, consideration and care. Here, whoever is meticulous and patient will succeed. " Tagore also has a wise saying, "It is not the hammer that strikes, but the singing and dancing of water that makes pebbles perfect." Therefore, for those students with learning difficulties who fail in the process of progress, I give maximum tolerance and understanding, allow them to make repeated progress, and give them opportunities for further progress.
There are several children in the class, and sometimes they are very active, but the class homework can't be finished on time. Or although the homework is finished, but the words are staggered, it looks quite awkward; In other words, I just persisted in finishing my homework for a few days, and I couldn't go on ... often I corrected a shortcoming, and then another problem appeared. When some students with difficulties are willing to speak in class, I immediately affirm and encourage them, and also create conditions for them and provide opportunities for performance. Such as reading contest, idioms solitaire, classroom questioning, etc. Stimulate interest, let them experience success and feel that they are no worse than others. For students who are not serious about their homework, I either ask for leave at noon to let them do it again or make up for it, or ask the top students in the class to help supervise, and then mobilize parents to supervise and ask parents to sign the copied homework books every day to understand the learning tasks that children should complete. Therefore, it is impossible to help poor students, but we must have confidence and patience.
Trust and expectation for students can stimulate their great internal drive. As long as a person experiences the happiness of success and the joy of victory several times, he will arouse the idea of pursuing endless success. Success is a proof of one's ability and the best reward for learning.
In short, as long as we can create "successful" opportunities for students with learning difficulties as much as possible, and give them eager expectations and concrete help, they will definitely re-establish their self-confidence in learning.