Teachers should always use language to persuade students to change their attitudes. In the process of persuasion, teachers should provide students with some evidence or information to support or change their attitudes. For junior students with limited understanding ability, teachers should only provide positive arguments to avoid students being confused and at a loss; For senior students with strong understanding ability, teachers can consider providing positive and negative arguments to make students feel objective and fair, so as to believe what teachers say and change their attitude. When students have no contrary views, teachers should only present positive views, so as not to divert students' attention and mislead them to doubt positive views. When students have negative views, teachers should take the initiative to put forward two views to enhance students' immunity to right and wrong views.

For example, if you say that smoking is harmful to the health of middle school students, giving some examples or showing relevant videos will definitely be useful for junior high school students, but it is not very useful for high school students who have rebelled. He will say "I know" and continue to go his own way, but it will be much more effective to convince them if the reasons for smoking are made clear. Once, the author asked a student why he smoked, and he said, "Boring." The author asked again, "Are you bored after smoking?" He said, "It's boring." The author said, "Since smoking can't solve your boredom, why do you smoke?" Why not use other ways, such as sports, singing and painting. In short, let yourself have something to do and set yourself a goal in life. I think you are fully capable of doing it well. Will you try? "This makes students realize that the teacher is really helping him solve the problem. If you just say that smoking is harmful to health, he is healthy now and thinks you are wrong; If you say that middle school students shouldn't smoke, they will think that you are restricting him and blaming him, but they will be rebellious and can't convince him. The author thinks that teachers should convince people not only by reasoning, but also by emotion. Generally speaking, at the beginning of persuasion, it is easy to arouse the interest of emotional persuasion, and then there are sufficient materials for reasoning and argumentation, which is more likely to produce a stable and long-term persuasion effect.

Second, set a good example.

Bandura's social learning theory and a lot of practical experience prove that social learning is accomplished through observation and imitation. Attitude and morality, as a part of social learning, can also be obtained by observing and imitating behavior. Bandura believes that in the process of social learning, people do not passively accept external stimuli, but choose and organize external stimuli through a series of active processing processes, thus adjusting their behavior. Observational learning is one of the most important forms of learning, and it is an alternative learning by observing the behavior and results of others. This learning process is not completed directly, but through imitation. Example plays a very important role in observing the learning process. It is true that some people say that the power of example is infinite. Now middle school students are in the semi-mature and semi-naive period, and their thoughts and behaviors are in the imitation period. But this imitation is not blind, but rooted in one's own hobbies. They worship celebrities and singers, and maybe they are eager to be such people. When presenting role models to students, we should consider the age, gender, social background and other factors of role models, so that students can feel accessible and avoid feeling unattainable or unattainable.

For example, when we say that a student has been admitted to a university through his own efforts, I generally don't say the students in the No.1 Middle School Attached to China Normal University, but the students in our school for several sessions, so that students can feel that these examples are around and they can learn. In addition, students are presented with respected, high-ranking and attractive role models, which are infectious and credible, such as the celebrities and stars mentioned above. Students hope to develop themselves and improve themselves by learning such an example. Here, I want to emphasize the role of teachers as role models. Teachers are more accessible to students than celebrities, and teachers are more respected than classmates or parents. The author believes that a teacher's words and deeds, manners and mental outlook all have a certain influence on students. What kind of teachers teach what kind of students, this is the role of role models. This requires our teachers to be teachers and always set a good example for students. For example, students are required not to be late, and the author always stands at the door of the classroom five minutes in advance; Students are required to listen carefully in class, and the author tries his best in every class; Students are required to do their homework carefully, and the author corrects every homework carefully. In this way, students naturally develop many good morals and habits in a subtle way.

Third, the agreement of using groups.

The basis of evaluating a good attitude and moral character is social normative behavior, and an attitude and moral character that can be recognized by most people is good. It is found that the rules and agreements decided by collective members through joint discussion are binding on other members to some extent, making them bear the responsibility of implementation. Once a member conspires or violates the agreement, he will be pressured by other members, tangible or intangible, to change his attitude. In this way, we can use collective discussion and collective agreement to cultivate students' good attitude and morality. In the past, the author always made some class rules according to his own requirements, forcing students to abide by or implement them, and the effect was not good. Later, when I took over the new class, I was not in a hurry to announce the class rules. Instead, after a period of time, ask students what they are dissatisfied with during this period, collect these opinions, analyze the causes of these problems and their adverse effects, and then guide the collective discussion on specific methods to change these behaviors, so that all students agree to put the methods into practice, and each student undertakes the task of implementing the plan. In this way, students have changed their previous practices and formed a good moral character in the process of implementing the plan. In this process, students constantly feel a kind of self-defeating joy, and a good class spirit is thus formed.

Fourth, sober value analysis.

The so-called value discrimination means that people's values cannot be clearly recognized by individuals at first, and they must be discriminated and analyzed step by step to form clear values and guide their moral behavior. In other words, everyone has his own values, but perhaps this value has not been discovered by himself or others. Middle school students are like a piece of unpolished jade, and their values need us to discover, which is what we usually say, they are highly plastic and creative. This requires teachers to guide students to examine their behavior patterns with rational thinking and emotional experience, and encourage them to find their own values and choose to act according to their own values. There are many strategies to promote discrimination, such as discussing, talking and solving hypothetical dilemmas.

There is such a female student in the author's class. She is smart and beautiful, but she often does things that violate the school rules. Her classmates don't like her, and so do many teachers. Every time I see her big pure eyes, I think they are not as bad as others say. Once, the author saw that she was in a bad mood and asked her what was wrong. She said she was sad. When the author asked her why she was annoyed, she said she didn't know why others treated her like that. She didn't offend anyone. She just likes surfing the Internet and making friends, and others look down on her. The author asked her why she was surfing the Internet, and she said, "I can't help it, I just like it." The author feels her innocence. She is just doing what she likes, ignoring other people's opinions, so she is excluded by others. At this time, the author said to her: "The teacher is not against personal hobbies, but we live in a society, and everyone's behavior should conform to the social code of conduct. There is nothing wrong with surfing the Internet, but as a student, is it true? " She said no, the author said. "Is truancy because you like Internet cafes?" She's not right either. The author further said, "If each of us only does what we like and is not bound by anything else. Think about it, what is this society like? " She said, "It's a mess." The author said, "Yes, it's a mess. Do you know what to do in the future? " She nodded. Since then, she has never been absent from school because of surfing the internet, and has gradually been accepted by other students. Because the method of value discrimination is basically inductive, not indoctrination and preaching, it requires teachers to induce students' attitudes and value statements, help students think about their own values, and guide students to voluntarily choose values that conform to social morality.

Fifth, give appropriate rewards and punishments.

As an external control means, rewards and punishments not only affect the learning of cognitive skills or strategies, but also play a certain role in the formation of individual attitudes and morality. Rewards are material (such as prizes), spiritual (such as verbal encouragement), internal (such as pride and satisfaction) and external. Now teachers are complaining that students are not easy to teach, and now students are complaining that no matter what they do, they can't satisfy teachers and parents. In fact, this is because we ignore the role of rewards. Today's children are eager for affirmation and recognition, and appropriate rewards can stimulate their potential and creativity. When giving rewards, teachers should first choose and determine the moral behaviors that can be rewarded, then choose and give appropriate reward methods, and re-emphasize internal rewards to guide students to strengthen themselves and let students experience the lasting internal motivation to make moral behaviors. Although there are different views on the educational effect of punishment, from the perspective of restraining bad behavior, punishment is still necessary, and it is also conducive to the formation of good attitude and morality. When imposing punishment, students' self-esteem should be avoided. Teachers should make students realize the relationship between punishment and wrong behavior, let students accept it psychologically and take it orally, and at the same time point out the direction of correction or provide correct alternative behavior. For example, for students who make mistakes, the author usually asks them to think about it, or writes a self-examination book with thousands of words, so that they can calm down and think about their behavior, and then persuade them to educate.

In addition to the above methods, role-playing and group moral discussion are also very effective for the formation and transformation of attitudes and morality. Of course, teachers can make appropriate choices or comprehensive use according to different situations.