As a public course, psychology is very practical, which plays a very important auxiliary role in the healthy development of students' psychology and thus improving their psychological quality. The following is what I recommend to you, I hope you like it!

The first chapter is "psychological analysis and reflection on the seven elements of effective education"

Keywords: effective teaching; Seven elements; psychology

The effective education of EEPO puts forward seven learning elements of "seeing, listening, thinking, speaking, doing, moving and being quiet", which are also the seven learning elements that teachers often use in the teaching process. These elements are essentially a kind of human psychological process, and they follow their own psychological laws; These elements are also interrelated and complementary. If teachers can correctly understand and master its laws, teaching will become more effective. The author tries to analyze these seven elements from the perspective of psychology with specific teaching cases.

First, the psychological analysis of "seeing" and "listening"

"Seeing" and "listening" belong to the category of perception in psychology, because perception can be divided into visual perception, auditory perception and tactile perception. Perception is selective, so people's "seeing" and "listening" are selective. Therefore, in teaching, teachers can also let students make choices in the process of "watching" and "listening", which is an effective choice. The selectivity of perception is determined by various objective reasons, such as the intensity, activity and contrast of things, the characteristics of external conditions where the perceived object is located, and subjective reasons such as people's attitude, needs, interests, knowledge and experience, and the significance of the perceived object to life practice. Specifically, the effective choice of "seeing" and "listening" in teaching is mainly determined by the correct and effective guidance of teachers, students' existing experience and knowledge, students' cognition, learning methods and habits. Students' effective choice of "seeing" and "listening" information is inseparable from the effective and correct guidance of teachers. Teachers should teach students how to receive information purposefully and selectively. The purpose should be clear and the choice should be key. To do this, teachers should not only be familiar with the teaching content, but more importantly, they should understand the students' existing knowledge and experience, and their cognition, learning habits and learning methods. On the other hand, students' effective and selective reception of information also depends on their existing knowledge, experience, learning methods and habits. Students' existing knowledge and experience mainly come from what they have learned in the past and what they have experienced and heard personally. For primary school students. The effective methods and habits of their cognition are intuitive, simple, vivid and interesting. Therefore, intuitive teaching is one of the commonly used teaching methods in primary schools, including language intuition, physical intuition and graphic intuition. For example, when teaching "parallelism and translation", teachers can guide students to observe the illustrations of "parallel bars" in textbooks, and cite some examples in life to illustrate what "parallelism" is, such as "two tracks of a railway" and "zebra crossing". Because fourth-grade students such as railroad tracks and zebra crossings generally already know each other. Therefore, through such graphics and language, students can use their existing knowledge and experience to understand and master knowledge well, thus achieving the purpose of effective teaching.

Second, "thinking" includes psychological activities such as thinking and imagination.

Thinking is indirect and general. Simply put, thinking is the processing and transformation of information. Therefore, thinking should be based on perceptual and objective things. Thinking can be divided into concrete thinking, action thinking and image thinking, abstract thinking and dialectical thinking. In teaching. On the basis of effectively receiving information, students use different ways of thinking to learn through the effective guidance of teachers, so as to achieve the purpose of effective teaching. Take "Attempt" 2 in Translation and Parallelism as an example, where formal thinking is used. The so-called formal thinking is a kind of thinking based on concepts and according to the laws of formal logic. Its process is: concept, judgment and reasoning. First of all, through effective listening and watching, students have understood the concept of "translation and parallelism" and realized that the lines before and after translation are parallel to each other. Next, let the students find out: "The fish moves 5 squares to the right. Which line segments in the fish figure are parallel to each other before and after translation?" Such a reasoning process will be formed in students' minds: the concept of translation or parallelism-the judgment that the lines before and after translation are parallel to each other-the corresponding line segments before and after translation are parallel reasoning. Through such a formal thinking process, students can get the answer quickly. For another example, primary school students often count their fingers when learning addition and subtraction, which is an action thinking. When telling a story, the storyteller relies on thinking in images.

Imagination is the process of creating images of new things in your mind or forming images of corresponding things according to oral or written descriptions. The key to students' imagination in learning lies in the quantity and quality of old images in their minds. For example, when learning Guilin Landscape, if there are no illustrations in the textbook, students will rely on the description of words to expand their imagination in their minds and form the image of Guilin Landscape, so as to learn the text smoothly. Although some students have never seen Guilin's landscape with their own eyes, they have more or less images of green mountains, green waters and flowing streams in their minds, so when reading the text describing Guilin's landscape. These images in the brain will naturally reappear, and at the same time consciously combine to form the landscape image of Guilin that students "think". The richer the number of representations and the better the quality, the closer and farther the image will be to the real Guilin landscape. Students have recreated imagination and even created imagination when reading the text. Rebuilding imagination is a psychological process of recreating the image of the object in your mind according to the description of the text. Students can not only do this, but also combine the appearance of "Guilin landscape" with the appearance of other things through analysis and synthesis in their thinking, and form the image of new things in their own minds, thus generating creative imagination. Imagination can increase students' initiative and even creativity in learning and play a positive role in promoting students' learning.

Third, "speaking" and "doing" should be based on "seeing", "listening" and "thinking"

In fact, "speaking" and "doing" are information feedback to teachers, other students and even learners themselves, including knowledge application ability, thinking ability and language expression ability. "Speaking" must be accompanied by effective "listening". For example, when teachers ask students to summarize the main idea of an article, teachers and other students should use effective "listening" to receive information, so as to know what the student has just learned and how well he has mastered the knowledge. If he speaks well, other students who do not have a comprehensive grasp of these knowledge can use this to supplement their own shortcomings; If his speech is not comprehensive enough, other students can supplement it by "thinking". In this way, we can learn from each other and improve together. Similarly, doing questions, commenting, discussing and correcting are all the same, so I won't discuss them here. In addition, teachers can adjust the progress and methods of teaching through students' feedback.

Fourth, use the conversion between "dynamic" and "static" to adjust attention.

It is necessary to change "dynamic" and "static" in class. In class, many times students pay attention to their study. And intentional attention is a conscious purpose, which requires a certain amount of attention. Primary school students' attention stability is lower when they pay attention to their studies intentionally than when they don't. Because unintentional attention is a kind of attention that happens naturally and does not require any will to work hard. Therefore, in order to maximize the teaching effect, it is necessary to change "dynamic" and "static" to keep the stability of students' attention. Take "parallelism and fluency" as an example. Students realize the understanding of "parallelism" and "translation" when they are still. Then the teacher can make the students "move" and let them try to draw "parallel lines" in groups. Draw by yourself first, and then discuss in groups of four. Then let several students demonstrate on the blackboard, so as to keep the students' attention stable and maximize the learning effect.

The conversion between "dynamic" and "static" should be reasonable, especially the conversion times between "dynamic" and "static" should not be too many. Too many times will be counterproductive, which will distract students from knowledge learning, thus reducing the learning effect. We should improve students' attention stability when they are "quiet". If the learning content is complex, logical, vivid and changeable, students' attention will be more stable and lasting. For example, the length of time that students can keep their attention on a landscape painting is far less than that on a movie. On the other hand, students' unintentional attention can also be used to improve the stability of attention. But I don't intend to pay attention to both advantages and disadvantages. Noise around, sounds or things that have nothing to do with study but can attract students' attention will distract students' attention. So study should be carried out in a quiet and simple environment as far as possible. On the contrary, using the favorable side can improve the stability of attention. First of all, we can make use of the characteristics of * * * to attract students' attention to the teaching content, such as: stopping the lecture suddenly, improving the tone, emphasizing the tone, and using bright, intuitive and vivid teaching AIDS. Secondly, anything related to students' hobbies, knowledge and experience or adding new knowledge to students can attract unintentional attention, which can improve students' interest and attention in learning content, and lay a good foundation for further study by using intentional attention, so as to promote students to master knowledge.

The above is the author's simple analysis of the seven learning elements in psychology: seeing, listening, thinking, speaking, doing, moving and static. The author believes that as long as we master the laws of these seven elements in learning and combine them organically, we can improve the teaching effect.

The second part, "Investigation and countermeasures of teachers' occupational stress in higher vocational colleges"

Through the sampling survey of teachers in several higher vocational colleges in this province, this paper makes quantitative and qualitative analysis, deeply understands the causes of occupational stress of teachers in higher vocational colleges, sorts out and expounds them, and puts forward some countermeasures to alleviate occupational stress.

Keywords: teachers in higher vocational colleges; Occupational stress; Cause of formation; Countermeasures

About the author: Yang Zhigang 1973―― Male, from Haining, Zhejiang Province, Assistant Research Fellow of Personnel Department of Jiaxing Vocational and Technical College, Master of Education Management. The main research direction is the development and management of human resources in higher education management.

First, ask questions.

Under the overall promotion of social transformation and higher education reform in China, college teachers are facing great professional pressure. Studies have shown that teachers' profession is a high-pressure profession, and lasting professional pressure will seriously affect teachers' mental health and the development of the whole education. This will not only reduce the quality and efficiency of education and teaching, but also adversely affect the formation of students' healthy personality. With the improvement of teachers' overall level, teachers are facing more and more pressure. As half of higher education, higher vocational education has become an important pillar of China's economic construction and social development. The rapid development of higher vocational education has brought unprecedented development opportunities and great challenges to the majority of higher vocational teachers. However, for a long time, China's educational circles have paid more attention to the occupational pressure of teachers engaged in basic education. However, there is little research on the occupational stress of teachers in higher vocational colleges.

The research on teachers' occupational stress began in 1970s. Since then, teachers' occupational stress has become one of the important research topics in the world. Teachers' occupational stress has a great influence on teachers themselves. A large number of studies at home and abroad show that this negative effect is mainly manifested in three aspects: psychology, physiology and behavior. In recent years, while paying attention to the universality and negative effects of teachers' occupational stress, researchers have also discussed its stressors. Teachers' professional pressure mainly comes from society, schools and individuals. As for the measures to relieve teachers' professional pressure, it needs the joint efforts of society, schools and teachers.

The concept of college teachers' occupational stress [1] has rich connotations. Chiriac, a scholar, regards it as "a negative emotional experience produced by the perceptual process that university teachers realize that their work situation poses a threat to their self-esteem and health". Some researchers also define the stress of university teachers as the degree to which the demands of university teachers are inconsistent with their ability to cope with these demands. Another researcher believes that the occupational stress of college teachers refers to a series of negative emotional experiences such as teaching and educating people, requiring college teachers to go beyond individual requirements, and the resulting anxiety. Although the above-mentioned expressions of the concept connotation of college teachers' occupational stress are different in language, their similarities are clear, that is, college teachers' occupational stress refers to a kind of negative tension caused by work problems.

According to the characteristics of higher vocational education, starting with the tasks faced by teachers in social, professional and student management, through the sampling survey of teachers in several higher vocational colleges in this province, this paper makes quantitative and qualitative analysis, deeply understands the causes of teachers' occupational pressure in higher vocational colleges, combs and expounds them, and puts forward some countermeasures to alleviate occupational pressure.

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