Education is an "educational project", and educating people must first cultivate "heart". Having a healthy psychology and a sound personality is the basis for students to successfully complete their studies and contribute to society and a happy life in the future. With the continuous improvement of people's understanding of education, more and more students, parents and even teachers hold a negative attitude towards "cramming" and "preaching". Teachers are more inclined to master students' psychology, attach importance to teaching psychological skills such as teacher-student interaction, master the basic knowledge of psychology and apply it to teaching practice. For teachers, simply "teaching books well" can no longer meet the development of modern education, and the times have given teachers more arduous historical tasks and missions. "Psychology into the campus" has been put on the agenda.
First, understand the characteristics of students at different stages of development and "guide them according to the situation"
Pupils of different ages and grades will show different psychological characteristics: juniors are relatively new to primary school life, but they are not used to it, and even have some fears, which make it difficult to adapt for a while; Lack of concentration and changeable mood; Vacillating behavior and weak self-control; The thinking of middle-grade students in primary schools is in the transition period from image thinking to abstract thinking, with strong imitation and rich imagination; Emotions are easily provoked to erupt, they are not good at controlling, they do not consider the consequences of their actions, and their will is weak and their consciousness is poor. Senior pupils begin to enter adolescence, and their physical and mental development is changing from childish to conscious, and their existing behavior habits are becoming more and more stable. The desire, ability and curiosity for knowledge have been enhanced, and people have begun to think, pursue and explore new things. The gap between students in learning is obvious, and some students are tired of learning.
Junior high school is a connecting link between children's learning and an important stage for children's psychology to move from naivety to maturity. Children in Grade Three and Grade One are new to the new environment, new teachers, new classmates and new subjects at first, but soon, due to the increase of subjects, complexity, prolonged class hours, more exams and different teaching and learning methods from primary schools, these new changes will make children feel nervous. Children's self-awareness began to develop, with a certain evaluation ability, began to focus on shaping their own image, hoping to get praise from teachers and classmates, and will work hard in learning and discipline to leave a good impression on teachers and classmates. The independence and criticism of children's thinking are in the primary stage. Children are easily influenced by the outside world, blindly complacent in prosperity, and blindly inferior and discouraged when encountering setbacks. I don't want adults to be in charge, but when children encounter specific difficulties in their study and life, they hope to get help from teachers and parents. In the second grade of junior high school, most children have entered adolescence, and many significant changes have taken place in the bodies of boys and girls. It is easy to have adolescent troubles. Children in grade three are close to adults in observing things and can carry out abstract thinking activities. At this time, children's interest in learning will be basically stable, and their academic performance will begin to be relatively stable. They like to organize some activities freely and independently, and their learning ability has been greatly improved, so they can gradually have the ability of independent learning.
Senior one students are psychologically divorced from their parents' psychological weaning period. With the rapid development of the body, the obvious enhancement of self-awareness and the development of independent thinking and dealing with things, high school students show strong autonomy in psychology and behavior, and they are eager to be liberated from the bondage of their parents. Their feelings become implicit, that is, their inner world is active, but the external expression of their feelings is not obvious. These characteristics often hinder the mutual understanding between parents and children.
Senior two, because many students have unclear goals, they have neither the ambition of senior one nor the sense of urgency in facing the college entrance examination. This is a period prone to turmoil and confusion. Once you encounter setbacks, especially in the exam, you will have self-doubt and anxiety. By the third year of high school, children's social consciousness is close to maturity at this stage, gradually forming their own outlook on life and values, and having their own independent views on social reality. With the reduction of preparation time, ideological pressure and psychological fluctuation will become more prominent, and there will be three forms of differentiation: self-confidence, confusion and giving up.
The above analysis of psychological characteristics cannot cover all students' psychological conditions, but teachers should have a feeling of "making the best use of the situation". According to the characteristics of different age groups, adopt corresponding education and teaching methods.
Second, distinguish the temperament and disposition of different students and "teach students in accordance with their aptitude"
In real life, what people call "temper" is a popular expression of temperament. Temperament is related to genetic factors and has innate characteristics. In reality, we can see the innate nature of students. In the lower grades, students can show differences, some are quiet and stable; Some are naturally active; Others are stubborn and so on. Every student's temperament always shows certain types of characteristics, and there are four main types in psychology.
1, bile quality
The nerve type of choleric students belongs to excited type. In emotional activities, people are generally grumpy, easily excited and unable to control themselves. In terms of action, bold students show great energy and agility, while in terms of thinking, bold students have strong acceptance and quick understanding of knowledge, but they are careless and often do not think carefully enough. Generally speaking, courageous students are mostly enthusiastic and active children.
2, sanguine
The nervous type of sanguine students is active, and most sanguine students are quick-witted, cheerful, have a wide range of interests, and grasp new things quickly. In action, sanguine students react quickly and flexibly, but their interest is not stable enough and their attention is easily diverted. Once they are not attracted by enough stimulation, they tend to become bored and lazy. In daily life and work, enthusiastic students give the impression that they are smart and lively.
3. Mucus
The nerve type of students with mucus belongs to quiet type. I don't like communication very much, and it is not easy for people to have strong feelings quickly. This kind of student is slow in reaction and action, but calm, steady and practical.
4. Depression
The nervous type of depressed students belongs to inhibitory type. Depressed students are gentle and quiet in appearance, very slow in action, and often appear coy, shy, indecisive and indecisive. I like being alone, but I don't want to associate with other students. Most of them are students with deep feelings and few words.
The above are four typical temperaments and their behaviors. In real life, there are very few students who belong to the above typical temperament types. Most students are dominated by one temperament type and have some characteristics of other types, that is, they belong to the intermediate type. Therefore, when observing a student's temperament, we should analyze its characteristics according to the actual situation, rather than simply speculating the general characteristics of typical temperament. Then pay attention to the guidance of students' personality, pay attention to students' individual differences, and respect each child's differences to "prescribe the right medicine."
Third, teachers should make up psychological knowledge appropriately, and "teaching and learning learn from each other"
Russian educator ushinski said, "If educators want to educate a student from all aspects, then they should understand the student from all aspects ... Educators should try their best to understand a student, see what kind of student he is actually, and understand all his advantages and disadvantages, all his trivial needs and all his lofty spiritual requirements." . Therefore, the center and focus of teaching is students, and teachers must first understand the educational objects. To do this, teachers are not only required to have the professionalism of loving education and entertaining education, but also to understand students from the perspective of students' psychology and grasp their psychological dynamics comprehensively and globally. This requires teachers in the new era to know some necessary psychological knowledge. Schools should also strengthen the construction of mental health education teachers, set up mental health education courses and psychological counseling rooms. Actively create conditions, strengthen teacher training, popularize the common sense and skills of mental health education and consultation, so that all teachers can use relevant knowledge and skills to provide psychological education and consultation to students in a timely and effective manner in daily education management, and solve students' daily troubles.
Of course, besides knowing some necessary psychological knowledge. Teachers pay more attention to everyone's development. And the personality differences of students who grew up in different environmental backgrounds. For example, with the acceleration of urbanization, the number of migrant workers in rural areas is expanding, and the number of left-behind students in rural primary and secondary schools and floating children in urban primary and secondary schools is increasing. Due to the special living environment, these students are facing various mental health crises. As far as left-behind students are concerned, because they are far away from their parents and lack of affection, they are prone to problems such as inner closure, apathy, inferiority and cowardice, and withdrawn behavior, while others are prone to irritability. Statistics show that the detection rate of psychological problems of left-behind students is as high as 57. 14%. Children of migrant workers, who come from different rural areas to study in cities, will feel the great disparity between their birthplace and the city due to the differences in family economic and cultural backgrounds, which will lead to role conflict and identity crisis, and psychological problems such as autism, anxiety and biased self-awareness. These individual problems need to be captured and discovered by educators in daily life, and actively guided and solved.
Education, not production. There is no need to produce products with the same specifications, and there is no need to expand the production scale to occupy a larger market. Education is guided by understanding and tolerance, allowing diversified development and respecting individual differences. There is no definition of "poor students" and "excellent students". In a word, in the modern teaching system, teachers' own psychological knowledge is the foundation of good education, and effective psychological teaching thinking is the key to successful teaching.
Let education meet psychology!