Whether students' academic performance is excellent or not is more influenced by the difference of emotional intelligence than IQ. In order to ensure that students have the enthusiasm for learning and the motivation to continue, it is necessary to strengthen their sense of purpose and persistence. In daily education and teaching, first of all, lead students to read some biographies of celebrities and classic books, so that they can be inspired by some great men and establish their own lofty ideals and correct values of life; Secondly, the class theme activities are serialized, and a series of "inspirational growth" theme activities are planned and organized. For example, I don't give up for the same goal, I don't give up, I feel the same, I expect the same, I work together with my school to improve efficiency, I build up confidence and go forward, I summon up courage to meet new challenges calmly, and I wonder how to overcome my fear of difficulties.
It is of great significance to set lofty goals through reading and thematic topics. The yearning for the outside world or the significance of life planning is an easily overlooked aspect. Harvard University has a very famous follow-up survey. The survey targets a group of young people with similar intelligence, education and environment. The survey results show that: 27% people have no goals; 60% people have vague goals; 10% people have clear but relatively short-term goals; 3% people have clear long-term goals. The results of 25-year follow-up research show that: "Those 3% people who have clear and long-term goals have almost become top successful people in all walks of life after 25 years. Those 10% have clear short-term goals, mostly in the upper middle class. The people who account for 60% of the fuzzy targets are almost all in the middle and lower classes of society. They can work steadily, but they have no special achievements. The remaining 27% are people who have no goals for 25 years, and they are almost at the bottom of society. "
Second, "originality" needs "radical removal" ―― the engine to start students' learning motivation with interest and success.
Suhomlinski said in "Suggestions for Teachers": "The pleasure brought by interest and success is a powerful emotional force, and children's desire to be a good student depends on this force." He also believes: "The art and skill of education and teaching lies in exerting the strength and possibility of each child and making him feel the joy of success in mental work, which is the inexhaustible learning motivation of children!" It can be said that there is no interest without successful experience in achieving the expected goal. On the other hand, without interest, there is no pillar for building a successful building. To this end, the author made the following attempts:
1. Build more platforms for children, so that every student has a stage to show himself. For example, in order to cultivate students' autonomous learning ability, I seldom give lectures in class. I like to let students give lectures or perform on stage by themselves, and even carry out activities to select excellent courses for students. Practice has found that the potential of students is amazing, and they only lasted for one semester, and some students have already attended classes in a proper way. I usually let the children whose grades are temporarily behind come to the stage, the children with moderate grades correct them, and the children with the best grades come to the stage to explain the reasons and explain simpler and more effective ideas and methods to solve problems. In addition, children's potential in different aspects has been well explored and developed through activities such as "Daily Award, Unit Handwritten Newspaper Selection". We often encounter a problem: how to make every student discover and develop? This requires each student to have more stages to show himself, and truly "everyone participates, everyone shows, experiences success and enjoys happiness!"
2. To reduce the burden and increase efficiency, so that students feel that learning is not a painful thing. In the past five years, I have been insisting on promoting the experiment of "student unit autonomous learning" by "guiding self-study classroom". In this kind of classroom, I often hear three kinds of voices: the first one is applause, which comes from the profound and incisive opinions of classmates or teachers when they communicate or point out the gains and losses of self-study, sometimes suddenly enlightened, sometimes enlightened, and teachers and students unconsciously applaud; The second sound is laughter. The children teach by themselves. Most of the classes are lively and exciting, which makes math classes attractive, attractive and interesting to children. The third voice is the voice of debate. This class structure makes children have the desire to explore, let children participate, express their views, tell the truth, and argue with classmates and even teachers. When do children think most actively in class? That was during the debate; When is the teaching efficiency the highest? When you try to convince others. Practice has proved that this class mode improves classroom efficiency, reduces the workload of homework and makes students feel that learning is actually a very happy thing.
3. The learning process and result evaluation are diversified, and we firmly believe in the power of encouragement. In the usual process of education and teaching, different rulers should be used to measure different children, that is to say, teachers should evaluate students in a diversified way, not just from the results to measure the success or failure of children. We should affirm and encourage students' progress and achievements in different aspects in time. In recent years, the author has adhered to the system of parents' happy newspaper in terms of exam results, school performance, excellent homework, classroom performance, artistic expertise and special activities. As long as children make progress and Excellence in one of these aspects, they will send a happy newspaper to parents in the name of the school, so that teachers, children and parents can share this happiness. There are also regular mid-term and final exams, excellent awards and excellent progress awards, excellent classic questions and wrong questions sets, so that different children can be encouraged in different ways, thus enhancing students' learning motivation.
Third, "logic" can be "logic"-let system, collectivity and competition synthesize the internal driving force.
Reasonable and feasible rules and regulations first give students a sense of limitation. Students' activities under the constraints of rules and regulations produce a passive internal driving force. Successful management of rules and regulations, such as supervision, inspection and rewards and punishments, will make students have a natural need to abide by rules and regulations, have a sense of responsibility, and further transform them into class culture. At this time, the initiative of internal drive caused by rules and regulations will also be improved. For example, the long-standing group cooperation system and group promotion evaluation system in our class.
As members of society, students have a strong sense of belonging. They need communication, friendship, understanding, being understood by others and expressing themselves in the group. A United and warm collective has a strong appeal to students. Especially the excellent style of study in the collective can have a decisive influence on students' learning motivation. In practice, it is often found that there are some withdrawn students, in fact, their hearts also have a strong sense of belonging, even stronger than ordinary students. Excellent class teachers can always strive to build a good class group. Relying on the collective and educating students through the collective. In the collective, we influence each other, learn from each other, help each other and compete with each other. We also work together to safeguard the collective honor.
Competition is a social factor and an external thrust, which is more manifested in students' psychology. In a class, a competitive atmosphere can be appropriately created. Because of competition, students will inevitably have a sense of crisis, and the sense of crisis is a powerful initiative and internal drive. Therefore, competition has actually become a powerful attractive factor. In education and teaching, we should also boldly and innovatively use the competition mechanism to carry out various competitions, so that students can have a sense of crisis and realize themselves in the competition.
Of course, the ways to improve students' learning motivation may be ever-changing, but they are all the same. Just like Tao and the way of education, although Tao is different, Tao is basically the same. It seems that it can be said that "all roads lead to avenues"-all roads lead to avenues: the way of education. No matter what path you choose, or what way you choose, the most important thing is to keep going and move on.