"A soldier who doesn't want to be a marshal is not a good soldier", and he should set an example. Bandura, a famous psychologist, once did an experiment of observing and learning, that is, observing the behavior of role models through customs clearance. This is the same way of learning. In this sentence, marshal should be an example for all soldiers to learn, and all soldiers should learn from marshal. Similarly, in teaching, we should also pay attention to setting an example for students and promoting their learning in knowledge and morality. In addition, we should also pay attention to the fact that the characteristics of the role models that learners learn should be close to the reality of learners.

Another understanding of the first question is: learning motivation theory.

A soldier who doesn't want to be a marshal is not a good soldier "reflects a strong learning motivation, while contentment reflects a weak learning motivation." I won't go into details. This explanation doesn't feel right

the second question

Understanding of temperament

Temperament is a typical and stable dynamic feature of psychological activities independent of the purpose and content of human activities. It refers to the stable dynamic characteristics such as strength, speed of change and balance when people's psychological activities such as cognition, emotion, speech and action occur. It is mainly manifested in the speed and intensity of emotional experience, the implication of performance and the sensitivity or dullness of action, so it has a strong color for all psychological activities of people. It is similar to what people call "temper", "character" and "temperament" in daily life.

The difference between temperament and personality: temperament is not good or bad, it is innate, innate and unchangeable. Personality is acquired and easy to change. People with a certain temperament are more likely to form a certain personality, which can cover up and change their temperament to some extent. The plasticity of temperament is small, but the plasticity of personality is large.

Temperament does not affect the nature of activities, but it can affect the efficiency of activities; Temperament cannot determine the social value and achievements of a person's activities; Temperament itself is not good or bad, and there is no good or bad temperament type.

Practical application:

Because people's temperament is different, it is required to teach students in accordance with their aptitude, and education varies from person to person. For example, severe criticism may urge students with choleric or sanguine temperament to observe discipline and correct their mistakes, but it may have adverse consequences for students with depressive temperament. This requires educators to consider the temperament characteristics of students. For another example, when changing the work and rest system and rearranging classes, bloody students can easily adapt without special care, while mucinous and depressed students need more care and care to gradually adapt to the new environment.

Third question

First of all, the type of attention

According to whether attention has a purpose and whether it needs will, it can be divided into three types:

Unintentional attention

1. concept: unintentional attention, also known as involuntary attention, refers to attention that requires will and effort without a predetermined purpose in advance.

2. Influencing factors: (It can be divided into two aspects: subject and object)

(1) Object factor: (that is, the characteristics of the stimulus itself)

① The relative intensity of irritants (strong light, strong sound and strong taste)

(2) Contrast of stimulus,

③ Activity and change of stimulation.

④ novelty of stimulation

(2) subjective factors (that is, people's physiological and psychological state)

(1) people's needs, interests and attitudes towards things.

② People's mood, spirit, expectation, health status, etc.

③ Knowledge and experience.

(2) Intentional attention

1, concept: there is a predetermined purpose in advance, which requires some efforts to pay attention, which is also commonly known as casual attention.

2, cause and maintain the main conditions of intentional attention

(1) Define the task

(2) reasonably organize activities related to the completion of tasks.

(3) Anti-interference with strong will.

Second, pay attention to the application of laws in the teaching process

(1) Pay attention to the application of quality characteristics.

1, the application of attention span

(1) Make the teaching content regular or interrelated.

(2) Use the language and methods that students are familiar with.

(3) Take care of different age characteristics.

2. Pay attention to the application of stability

Multi-organization activities with varied forms and novel contents.

3. The distribution of attention:

4, the application of attention transfer: high tension, slow transfer, teaching arrangements should be changed from simple to complex, or novel and interesting to cause transfer.

The fourth question

Teacher Li in the topic fully uses the attention principle in psychology, that is, people are easy to respond to new and strange stimuli, and new and strange objects are easy to attract people's attention.

Specifically, the change of teachers' dress is easy to attract students' unintentional attention. If students are allowed to see the teacher in class, they will devote their attention to thinking and evaluating the teacher's clothes, thus affecting the effect of listening to the class.

Teacher Li's genius lies in putting on new clothes and coming to the students in advance, so that students can adapt to the changes of teachers in advance and turn a new stimulus into something that students are used to, which can weaken students' concern about the teacher's dress in class and ensure the quality of lectures.

Question 5 (To be honest, there is something wrong with this topic. What kind of ability should students be trained? Observation ability? Creativity? Learning ability? The answer is understood by general ability training)

Ability is different from knowledge and skills, but it is closely related to knowledge and skills. For young children, developing ability is inseparable from systematically learning knowledge and mastering knowledge and skills. In school, the correct organization of classroom teaching is conducive to the development of students' ability. Therefore, we should cultivate students' ability from the following points in teaching:

1, prepare lessons carefully, organize teachers' classroom language, make classroom teaching accurate and rigorous, and cultivate students' thinking and speech ability;

2. According to students' actual age and psychological characteristics, create rich teaching stimuli suitable for students and cultivate students' imagination and creativity;

3. While imparting knowledge to students, try to create practical opportunities, let students apply what they have learned, and let practical activities promote the accumulation and growth of students' abilities;

4. Pay attention to teaching students in accordance with their aptitude, cultivate different students' broad interests and strong thirst for knowledge, give full play to students' initiative in learning, and help students improve their ability under the guidance of teachers.

The sixth question

Mechanical memory refers to memorizing by mechanical repetition according to the external connection of materials without meaning or understanding its meaning. Meaning memory is based on the internal relations of things, and is carried out on the basis of repeated understanding and understanding and clarifying the meaning of things themselves.

The difference between the two is that mechanical memory is a way of memory that does not understand the materials learned, and the basic condition of mechanical memory is repeated and strengthened many times. Its advantage is to ensure the accuracy of memory. The disadvantage is that it takes a lot of time and energy, and the materials are rarely processed. Meaning memory is a way to remember according to the meaning of learning materials on the basis of understanding. After understanding the meaning of the material itself, we should link it with the existing knowledge and experience, bring it into people's knowledge system and keep it in memory. This kind of rote learning can be preserved for a long time and is easy to extract, but it is not necessarily accurate.

In a word, meaning memory is better than mechanical memory in comprehensiveness, speed and firmness.

Role in learning: If individuals have less relevant knowledge and experience, then mechanical rote learning is the beginning of learning, and it is still indispensable in people's life, study and work. Because there are always some materials that are meaningless or difficult to understand but must be remembered, we should memorize them mechanically, first store them in memory, and then gradually understand them for practical use. Meaning memorization is an improvement on the basis of knowledge and experience mastered by mechanical memorization, which can enable individuals to master and store knowledge more deeply and firmly.

How to improve students' memory effect;

1. Students should be properly organized to adopt appropriate memory strategies according to their age, knowledge and experience. Generally speaking, students in the lower grades of primary school use mechanical memory more, and teachers should ask children at this stage to remember more. For middle and senior primary school students, teachers should properly help students organize what they have learned and guide them to adopt the strategy of memorizing meaning;

2. Organize effective review, such as timely review, correct allocation of study time, alternating reading and copying, etc.

3. Pay attention to eliminating the influence of learning materials before and after, and pay attention to the sequential position effect during learning;

4. Use various means to strengthen memory, such as multimedia, role-playing, making memory cards and other forms of learning.