Paper Keywords: Educational Psychology; Interest cultivation; Teaching methods; App application
The educational process is an active and harmonious cooperation between teachers and students. Guided by the theory of educational psychology, taking accounting teaching as an example, this paper discusses how to improve students' interest in learning, how to analyze teaching methods, how to treat students correctly, and how teachers need to constantly expand their knowledge. It points out that applying psychology to teaching can scientifically analyze the teaching process, understand the essence, law and function of psychological activities in the teaching process, and analyze students' learning characteristics and intellectual development from the perspective of psychology, which is conducive to promoting teaching reform.
The object of education is students, who have a series of regular psychological activities in the teaching process. Psychology is a science that studies students' psychological phenomena and their laws. Therefore, educational reform must rely on psychology, which should be the theoretical basis of education. Under the guidance of psychological theory, educational practice can grasp the correct direction and promote the in-depth development of educational reform. The application of psychology in teaching can scientifically analyze the teaching process, understand the essence, laws and functions of psychological activities in the teaching process, and analyze students' learning characteristics and intellectual development from the perspective of psychology, which is conducive to promoting teaching reform.
First, interest cultivation
Educational psychology believes that learning interest is closely related to people's emotions. Students' usual interest in a subject is often related to the attitude of teachers. If he likes you, he will also like the courses you teach. On the contrary, he will get tired of the courses you teach. So-called? Kiss his teacher and believe in his way? For this reason, teachers should attach importance to emotional input, arouse students' singing with their sincere love, and let students complete their learning tasks with confidence in a pleasant learning atmosphere through students' words and deeds and expressions.
1. Emotional brewing. Emotional brewing and careful preparation are the premise of teaching emotional application. In preparing lessons, teachers should not only process and refine the teaching materials, but also carefully study the emotional colors and expressions of the teaching materials, consider the emotional atmosphere in the classroom, analyze the preparation conditions of themselves and students, and expect possible accidents in the classroom. Besides preparing textbooks and students, we should also prepare emotions when preparing lessons. The preparation of teaching emotion includes teachers' loyal love for education and teaching, their love for the subjects and students they teach, and the internalization and refinement of the emotional color of teaching materials, which condenses into a powerful emotional torrent and ripples teaching and learning.
Shelley once said: The greatest secret in morality is love. Sow the seeds of love today, and there will be emotional flowers that love human beings tomorrow. Teachers should get along with students on an equal footing and pay attention to the education of love. As a non-class teacher, teachers should often take advantage of recess and group activities to participate in class activities, so that they can make close friends with students and communicate emotionally, and also use their knowledge to help answer questions and entertain. Teachers and students with emotional backgrounds can also stimulate students' curiosity and thinking ability and cultivate students' interest in learning in a subtle way. For example, at the beginning of a class, I said: Today is the beginning of the month. Have you received your parents' living expenses again? So, how did you spend your living expenses last month? ? When students hear the teacher's words, they will feel that the teacher not only cares about students' study all the time, but also cares about their lives. At this time, students will feel that the teacher is closer to them, and teachers and students have achieved the purpose of emotional communication. In fact, this passage of mine consciously leads to the study of diary, so that the study of new knowledge naturally begins with cordial greetings, and it also expresses the teacher's concern and friendship for the students in combination with the actual situation of the students. Students are full of energy, vitality and rich emotions, not just a container for holding knowledge. Teachers should establish a sense of service, and their roles should be guides, helpers or servers, not leaders. Teachers can no longer use spoon-feeding teaching methods to teach. Emotion is a mountain of energy, and students' emotional strength has great energy in both positive and negative aspects. To mobilize students' energy, teachers should first be full of care, enthusiasm, heart-to-heart and passion for love. Inspired by teachers' emotions, students will glow with great enthusiasm for learning, thus making teaching activities an emotional exchange between teachers and students and a dialogue between life and life.
2. Enter the role. Since teaching is an art, teachers need to be as good as artists? Enter the role? , open the prelude of classroom teaching emotion. First of all, you should walk into the classroom with a smile on your face, be kind, natural and full of confidence, so as to leave it to the students? Warm color? Impression, which will make students feel happy and ready to learn new lessons with joy. Teachers' emotional state is very important to students. If teachers are in a good mood, positive mood and warm tone, the classroom atmosphere will be easy to be harmonious and the relationship between teachers and students will be easy to be harmonious. Teachers will naturally open the curtain of classroom teaching emotion. Secondly, we should begin to feel the truth as soon as the class begins. Show corresponding emotions according to the joys and sorrows of the teaching content, and make the classroom vivid. For example, in the first lesson of "Accounting Basis", I used the theme song "Good Han Song" from the TV series "Water Margin" as the opening music, and showed the images of relevant characters in the Water Margin. Taking advantage of students' understanding of the characters in the Water Margin, I asked if there was an accountant in Liangshan, Shui Bo, and put forward the necessity of studying accounting as a primer. The students quickly entered the role and did not feel unnatural. The whole class watched, listened and talked excitedly. Students get great pleasure in reading and speaking, which increases their interest in learning accounting.
3. Emotional expression. Express your feelings through words, expressions and gestures. Teaching language is an important tool for teachers to express their emotions, and it must be emotional and infectious. Specifically, teaching language to express emotions means being kind, vivid, humorous and rhythmic. Friendly teaching language will make students feel warm and amiable and achieve psychological compatibility; Vivid teaching language can turn abstract into concrete, static into dynamic, and make explanation intuitive; Humorous and rhythmic teaching language makes students sound relaxed and happy with relish. At the same time, teachers should use nonverbal behaviors such as expressions and gestures to express their feelings in words.
4. Emotional control. As a teacher, we should not only learn to brew emotions, enter roles and express emotions, but also learn to control and use our own emotions. Teachers' mood is an important factor in the psychological atmosphere of classroom teaching, which directly affects teachers' own level and students' mood. The teacher's mood will affect the students at any time. If the teacher is in a bad mood, it will directly affect the students' views on themselves, making them nervous and unable to concentrate on class. Therefore, teachers should learn to control their emotions and strive to achieve: don't get carried away when you are happy, and don't be depressed when you are sad; Control useless excitement, adjust negative emotions, and always teach with full spirit and cheerful emotions.
5. Attract interest with emotion. Interest in learning is students' psychological hobby and pursuit of learning activities, which can stimulate students' enthusiasm for learning. So how can teachers stimulate and cultivate students' interest in learning in classroom teaching? Does this need to be adopted by the teacher? Emotional fun? The method. That is, students' positive teaching interest and superb teaching skills are used to induce, strengthen, stabilize and cultivate students' emotions and interests. To do this, teachers should be good at stimulating students' interest in learning with encouragement and praise. Everyone has the desire and need for self-realization and success. An educator once said: Without hobbies, there is no education. Practice has proved that it is much better to treat students with encouragement and praise than to criticize and accuse them blindly. ② Diversified teaching forms. In the long teaching process, it is sometimes monotonous. For example, students in practice class are inattentive and doze off. At this time, students should try their best to cheer up, and they can temporarily insert a joke to enliven the atmosphere. These activities seem to have nothing to do with classroom teaching. In fact, students can concentrate immediately and often get unexpected results.
? Interest is the best teacher. ? A strong interest in learning is the key to learning a language, so we should first love this subject, love this language, appreciate its beauty and interest, and turn it into a driving force for learning. Hobbies will mobilize a person's initiative, give full play to his potential, make students more energetic and learn better, and form a virtuous circle.
Second, scientific guidance and analysis of teaching methods
In practical education, many teaching methods and behaviors are inherited from tradition. Educational psychology often analyzes and studies these methods and behaviors and puts forward different viewpoints. For example, what methods should teachers use to specify students to answer questions in class? Traditional common sense holds that teachers should be random, which makes every student think seriously. If the teacher asks questions in the same order every time, students will know in advance when it is their turn, so they only pay attention to the part they want to think about and don't care about other parts. However, the research of educational psychology shows that in certain situations, answering questions in sequence does have disadvantages, but it cannot be generalized, which also has its advantages. In turn, asking questions can give every student a chance to express himself and produce a good sense of overall accomplishment and superiority. And every student has the opportunity to answer questions, and every exercise can get feedback from the teacher, which is more important than listening to others' answers. In addition, the cycle of reincarnation means that the teacher is not eccentric.
Third, treat your students correctly.
How a teacher views his students largely determines his educational mood. Some people say: the teacher treats the students as angels, so he lives in heaven and the students as demons, so he lives in hell. ? If the teacher regards the students as trouble, it must be his own? Student view? Something's wrong. Be patient with students' mistakes and bad habits. A class lasts 45 minutes. Maintaining a high degree of attention and nervous thinking from beginning to end is also very tiring for teachers, not to mention young students. Psychologically speaking, their attention can last up to 20 minutes. After this time, attention will involuntarily leave. Therefore, teachers should pay attention to this specific situation of students when arranging classroom teaching tasks. Remind students more in class and minimize the number of students? Loss? Students should be able to accept and cooperate in both lectures and discussions. The more tacit the cooperation, the better the effect and the higher the efficiency.
Fourth, teachers should constantly broaden their knowledge.
Suhomlinski once told a thought-provoking story: a history teacher had a very successful public class, and his words were very infectious. When the teacher asked him how long it took him to prepare for this class, he replied: I have been preparing for this class all my life. Generally speaking, I spent my whole life preparing for every class. The direct preparation of this topic, or on-site preparation, took only 15 minutes. ? What does this story tell us? Only thick accumulation can thin hair? The truth. In teaching, teachers should not only be familiar with textbooks, but also read widely, so as to be handy and comfortable on the podium. Teachers should keep learning, thinking and updating. Only in this way can they be confident in teaching, have agile professional thinking, make the classroom lively and relaxed, and make the language interesting. Of course, teachers should grasp the coordination of classroom rhythm and classroom atmosphere in time, and can't blow it everywhere. ? The millstone turns a thousand times without leaving the axis? Classroom teaching can't be divorced from the theme. Interesting teaching is not gossip after a meal, nor is it a wild play in the streets. Wan Li's lecture, which is rambling and digressing, is harmful to improving classroom efficiency.
In short, the correct use of the guiding role of educational psychology can bring a very effective and positive role to teaching and greatly improve the teaching level.
References:
[1] Chen. Reflections on the implementation of quality education [J]. People's Education, 2004, (2).
[2] Center for Values and Culture Studies, Beijing Normal University. Correctly understand people-oriented [J]. Qiushi, 2004, (10).
[3] Maslow. Exploration of Existentialism Psychology [M]. Yunnan People's Publishing House, 1987.
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