First, performance.
1, students who ignore Chinese show indifference to Chinese learning. They often listen when they want to, and don't listen when they don't want to. Do your homework when you have time, and don't do it when you don't have time, even if you want to do it, or if you don't want to do it. Students with good basic Chinese skills, in particular, think that they have learned Chinese well in the past, so they can let it go first and then make a surprise attack before the war. Therefore, Chinese was put into the "cold palace" by them. They think that Chinese can be learned but not learned, because no matter how hard you study, you can't get as high a score as mathematics and physics in the college entrance examination, and your score won't be much lower if you don't study hard.
2. Coping with teachers and balancing themselves These students are under the pressure of the college entrance examination and teachers, and their attitude towards Chinese is more positive than indifference, but they are just coping. They don't have clear learning goals and plans, but are content to listen in class and finish the written homework assigned by the teacher after class. When the teacher asked, they were satisfied with the answer "I studied hard"; When you ask yourself, you can also say "I tried". They never actively think about the problems in their study, systematically summarize and summarize what they have learned, let alone read some extracurricular books, and their study is always in a passive state.
They are worried, but they are at a loss. These students are fully aware of the importance of learning Chinese. However, due to poor basic skills and improper learning methods, although they have made some efforts in Chinese learning, their test scores have not improved or even regressed. Therefore, they lose confidence in learning Chinese, are afraid of taking Chinese classes, are afraid of contacting Chinese books, and are worried about whether they can learn Chinese well. As the exam approaches, I feel extremely nervous; During the exam, I can't concentrate, my perception range is narrowed, my thinking is rigid, my mood is flustered, I always worry about failure, I imagine the situation after failure, and I can't play my normal level. After several cycles, they feel helpless and don't know what to do.
4. Opportunism Some students are not bad at learning Chinese, nor are they unaware of the importance of Chinese. Instead, I think that the college entrance examination language will not test textbooks, and all the questions come from extracurricular activities. With opportunism, they will engage in sea tactics. They make a set of materials today and test questions tomorrow in an attempt to "bump into" the college entrance examination questions, and turn a deaf ear to the teacher's request to stick to textbooks, read more articles and cultivate a sense of language. There are also some students who don't do problems. They hold the psychology of "I am smart" and "I am lucky" until the examination room is "outstanding". These are the most typical opportunists.
Second, the reason
1, cognitive bias Some students can't correctly understand the characteristics of Chinese. The goal of Chinese teaching is to cultivate students' listening, speaking, reading and writing abilities. The improvement of these abilities requires us to accumulate words one by one, read articles one by one, practice oral English over and over again, and write articles one by one. Just like building a house, you have to build a stone, a brick, a little cement, a tile, a nail and a piece of wood bit by bit. It's not too much trouble. However, some students do not fully understand this feature of Chinese subject, and think that listening in class and doing exercises after class can improve it. They never pay attention to observing life, never read extracurricular books and never write articles. With this understanding, the effect of learning Chinese can be imagined. There is an eye-catching title in Sinology magazine: "The extension of Sinology equals the extension of life." The meaning of this sentence is rich, but at least it shows that there is "Chinese" everywhere in life, and it is impossible to limit Chinese learning to the classroom. Some students can't understand the gradual improvement of Chinese grades. Compared with other subjects, college entrance examination Chinese pays more attention to the examination of ability, and ability is the performance of comprehensive quality, which can not be effective overnight. This is called "gradualism". Chinese learning often takes some time but can't see the effect, but as long as you can persevere, you will get something. Some students are so utilitarian that once their efforts are ineffective, they immediately retreat, break the jar and break the fall, and give up on themselves. As everyone knows, once you don't learn the language, or you can't keep learning, you will soon see a retrogression. The so-called "sailing against the current, if you don't advance, you will retreat" is the truth. Some students can't understand the relationship between in-class and out-of-class. In recent years, in order to facilitate the test of candidates' ability and the selection of talents, almost all college entrance examination materials are taken out of class, and some teachers and students have the illusion that teaching materials have no effect on the college entrance examination. Therefore, students who are already speculative love the review materials, but put the Chinese textbooks on the shelf. As we all know, "taking textbooks as an example" (in the words of Mr. Ye Shengtao), the relationship between college entrance examination questions and textbooks is the relationship between "flow" and "source". As the saying goes, "the topic is outside the classroom and the answer is in the classroom".
2. Students' self-regulation ability is not strong. There are many factors for students to be partial to subjects. In senior three, especially in senior three, I am partial to science, and science is more important than liberal arts, mainly because science subjects have high transparency, standardized answers and strong sense of accomplishment, while liberal arts subjects have low transparency and vague answers. Even if I take the time to do it, I don't know if it is right. Writing topics, in particular, are sometimes written by racking one's brains. They think they are very good, and they are often judged by teachers as failing because of digression and other reasons. It is better to solve science problems than to be so thankless. "Solving a problem is more exciting and more exciting." Even students who like liberal arts prefer to spend their time on politics and history, because these subjects have less investment and quick results. In this state of mind, some students who were originally interested in Chinese and learned Chinese well lost their enthusiasm for Chinese learning. In addition, in the review stage of senior three, teachers in all subjects feel that the class hours are tight and the tasks are heavy. They often squeeze students' spare time by distributing materials and doing homework. It is really "endless homework rustling, endless materials rolling in." Students are busy completing these written assignments that need to be handed in after class, and unconsciously throw out "soft assignments" that don't need to be handed in, such as "learning Chinese and reading more books".
Third, control measures
1, change the goal of Chinese teaching into the main needs of students. Psychological research shows that human needs can produce purpose, purpose can promote action, and action can optimize mentality. The reason why high school students have all kinds of negative psychology in learning Chinese is largely because some students think that more than ten years of accumulated experience is enough. "I don't need to learn". If we can find the "loophole" in our knowledge and produce the psychology of "I want to learn, I want to learn", we can put it into action. The author once did an experiment when students were in the second year of high school, so that students could analyze, refine and accumulate the composition materials in textbooks. Each class is divided into six groups. A group is responsible for the contents of a textbook and a reader. Each group appoints a team leader. The group leader is responsible for distributing the important texts in this book to everyone. Then collect and sort out the information and carry out processing, such as modification and binding. After the preparatory work is done, organize communication in class. Finally, the teacher collected it and bound it into a book as a student project. In this way, people who didn't pay enough attention to textbooks before understand the value of textbooks; People who feel that there is nothing to write in the composition have also gained a lot. Therefore, they no longer look down on textbooks. In the third year of high school, some students were consciously combing all the knowledge materials in the textbook. They no longer think textbooks are useless.
Therefore, teachers should be good at translating teaching objectives into students' needs, because students are the main body of learning. Without the enthusiasm and initiative of the main body, the effect will certainly not be ideal.
2. Create attractive situations in classroom teaching. Confucius said, "Knowing is not as good as being kind; Good people are not as good as musicians. " Einstein also said: "Interest is the best teacher." It can be seen that hobbies are very important in learning activities and often get twice the result with half the effort. Therefore, teachers should be good at stimulating students' interest in learning. In teaching practice, although I am not good at creating attractive situations, I think I should work hard in this respect. Because doing so can effectively stimulate interest in learning and enliven the classroom atmosphere. For example, when reviewing the artistic creation techniques of classical poetry, the application of "Fu" and "Xing" techniques in The Book of Songs often becomes a difficult point for students to understand. Although Zhu's definitions of "Fu", "Bi" and "Xing" are accurate and concise, students will find it difficult to understand and boring if the teacher follows the book. How can we turn abstruse into simple, abstract into image and boring into vividness? When it comes to "Fu" and "Xing", I introduce pop songs that students like and are familiar with. Speaking of "Fu", after explaining that the meaning of "Fu" is actually a direct narrative or description, I quoted the lyrics of "Xiao Fang": "There is a girl in the village named Xiao Fang, who is beautiful and kind, with beautiful big eyes and long braids ..." I pointed out that this multi-faceted description method is actually what was called "Fu" in ancient times. When talking about "Xing", I quoted the lyrics of "A Tracker's Love": "It doesn't wind, it doesn't rain, it's sunny, my sister doesn't talk, what does she think in her heart", and clarified the meaning of "Let's talk about something else first to cause her to sing". This method of using vulgarity to explain elegance is easy and interesting in teaching, which greatly arouses students' interest in reviewing Chinese. Rousseau said: "The art of education is to make students like what you teach." I think Chinese teachers can really turn "pressure" into "charm" in classroom teaching, make "students like what you teach", and let students gradually eliminate the negative psychology of learning Chinese and become positive.
3. Break down the big goals and let students feel the joy of success. As the saying goes, "confidence is a successful boat". Self-confidence is an important psychological factor for people to complete any work. It is common in life that an easy job often fails just because of lack of sufficient self-confidence. Self-confidence is more important for senior three students. Senior three students have frequent exams and their mood fluctuates greatly. Once a subject has two exams, they will immediately give up on themselves. At this time, it is very necessary to help them build up confidence and improve their self-concept as learners. We might as well hold some small theme competitions, such as phonetic notation, correcting typos, finding antonym idioms and dictating famous sentences. And praise and reward the high-scoring winners in time because of the teacher's "praise". When students study Chinese, they are most afraid of writing, reading modern literature and appreciating poetry. At the beginning of the review stage of poetry appreciation, I adopted the decomposition teaching method: understanding the common sense of poetry-appreciating poetry images-instilling poetry expression methods and skills, training the steps of answering questions-tasting poetry language-and finally, everyone handed in a short essay on poetry appreciation skills. After several weeks of training, the students feel that "poetry appreciation is so much, there is nothing to be afraid of". However, there is a common phenomenon worthy of attention-their reading is limited and their appreciation level is too low. It must be emphasized that they should do more exercises. Otherwise, the theory can't guide their practice well-appreciate poetry accurately, which is the real difficulty. But in any case, by doing this decomposition work, I have eliminated the fears of most students, which is still effective. Psychological research also shows that "reward can improve the learning effect, at least it will not reduce its effect" and "reward is an instinctive pursuit of human beings". In this way, students will have a sense of gain and accomplishment in the learning stage, taste the sweetness of learning, and their appetite for learning Chinese will be greatly increased.