First, the performance of junior high school students' inattention
Psychological research shows that students' inattention is an important psychological factor affecting their academic performance. It often leads to students' lack of in-depth thinking, meticulous observation and inaccurate memory, which in turn leads to unsatisfactory academic performance. Main performance:
1. The attention time in class is short, and I often look around and do small moves. For example, playing with pens, scratching ears, scratching cheeks and so on.
2. Don't listen to the teacher's instructions, pay attention to the slow transfer speed.
3. I often want to talk to my classmates in class, which affects others' study.
I write my homework slowly, play while writing, watch TV while writing, and often love reading comic books.
5. Listening to lectures and doing homework is often absent-minded and in a daze.
6. You can't obey the rules in group activities and wait.
7. The quality of homework is unstable, sometimes good or bad, and you can't concentrate on the topic.
8. You can't listen to others to answer questions, and you can't concentrate on one thing.
Second, the cultivation of attention of junior students
John Locke, a British educator, said: "The great skill of teachers lies in concentrating and keeping students' attention. "As a teacher, how to cultivate students' attention?
1. Optimize the classroom teaching structure and adjust students' attention.
Psychologists' research shows that the stability of children's attention is prolonged with age. Generally speaking, 7 ~ 10 is 20 minutes, 10 ~ 12 is 25 minutes, and 12 is more than 30 minutes. The prime time of attention for junior two students is about 25 minutes, so teachers should make full use of students' age characteristics. First, arrange the classroom teaching time reasonably, and set aside 15 minutes for writing new words in each class, so that students can pay attention to writing. The second is to arrange the teaching content reasonably, design a small classroom exercise, organically combine old and new knowledge, and let students study easily.
2. Enrich classroom teaching methods and stabilize students' attention.
A survey shows that the efficiency of students' listening is 13%, the efficiency of students' reading is 18%, and the efficiency of students' speaking is 32%. If students use their ears, eyes and mouth, the efficiency is 52%. If they move naturally with their mouths and hands, the efficiency can be as high as 72% and they won't feel tired. For junior students, some game activities can fully arouse students' enthusiasm and attention in teaching, such as: I am a woodpecker who corrects typos; Find friends to expand this activity; Read words by train; Read and perform texts such as "Little Animals Wintering" and "Frogs Watching the Sea" with different roles.
3. Purify the classroom teaching environment and strengthen students' attention.
Teachers should do the following in teaching: First, ensure a quiet classroom environment, enhance students' binding force and cultivate students' attention. Teachers are patiently doing a good job in students' ideological work to ensure that every student can calm down and study. For students who like to talk and act in class, certain measures should be taken to educate them. For example, Lu in our class, he can't sit still in class and always needs someone to talk to him. For this child, I do this: pick some simple questions for him to answer and encourage him in time. Once he is found to have suspicious behavior, communicate with him with his eyes, or walk up to him and touch his head and knock on the table, which will not affect the class and strengthen his attention. The second is to eliminate unnecessary attention interference and stabilize attention. In class, let students put things they don't need in class into their schoolbags, put relevant school supplies in order, and develop good listening habits.
4. Give full play to teachers' teaching wisdom and divert students' attention.
In the process of teaching, many situations in the classroom are unpredictable. For some unexpected things, it attracts students' unintentional attention and affects normal teaching. For example, in my class of fox and crow, the children all thought that the fox's first and second flattery was invalid, but one child said it was effective. I asked them to explain their reasons. When most children see the words "no answer", they think that fox's flattery has no effect. Another child said, "Although the crow didn't answer, it took a look at the fox and liked to hear what the fox said. He has a good impression on the fox and relaxed his vigilance. " As soon as this sentence came out, other children suddenly realized that I took the opportunity to educate my children: "I will be as careful as Liu Guohao in the future and never let go of any key words." As a teacher, we should give full play to our teaching wisdom, control the classroom order and divert students' attention according to the actual situation on the spot.
5. Use teachers' active encouragement to enhance students' attention.
The age characteristics of junior students determine that they especially like to be praised by teachers and affirmed by students. Teachers can give students psychological hints: you are fine, you can do better, let students know themselves and enhance their self-confidence. People who are praised will naturally continue to pursue progress, while those who are not praised will also get psychological hints. For example, students who actively answer questions send small red flowers; Students with good calligraphy are regularly displayed or projected to the whole class in the learning garden of the class; Give applause and encouragement to students who have made progress in their studies, and tell their parents about their good performance by phone, so that every student can feel that their efforts are rewarding.
Chinese teachers in primary schools should understand the rules of students' attention in learning, give full play to the characteristics of Chinese classes, and use various teaching methods to scientifically and rhythmically alternate students' unintentional attention and intentional attention, so as to stimulate students' desire for knowledge, effectively concentrate students' attention and improve classroom learning efficiency. Teachers can also take appropriate measures to train and cultivate students' attention according to their developmental characteristics.