Emotion is a weak and persistent emotional state. That is, the usual mood Once emotions are generated, they are not only manifested in a specific object, but for a long period of time, so that the whole life activities are infected with some emotional color. For example, when a person is happy, of course, he will show satisfaction and pleasant emotional experience for satisfactory things, and he should also have fresh and cordial emotional experience for things that are usually indifferent. This is the function of emotional regulation. In our teaching activities, we can often see that some teachers are always pulling their faces in front of students and scolding them at every turn, thinking that only in this way can we establish prestige in students' hearts and let them keep their words. However, in the face of such an inaccessible or even terrible face, how can students have a happy mood and have fun in the subjects they teach? This is because teachers ignore the role of emotional regulation in teaching activities. Therefore, in teaching activities, it is very important for teachers to create a good psychological environment and make students have a positive mood.
(A) the establishment of positive emotions between teachers and students is the primary condition for students to create good emotions. The affection between teachers and students directly affects students' mood. However, the dominant aspect of the teacher-student relationship is the teacher side. This requires us to keep in touch with students and care about them. Frequent contact with students can not only help students understand their own situation in "two-way communication", but also help students realize the care and love of teachers. Often, after teachers and students have a pleasant activity together after class, the next class will be held in a pleasant atmosphere, and students will have a long-term affection for teachers. Therefore, we should care about students from every little thing in daily life, study and life, and establish positive feelings between teachers and students.
(2) Only by emphasizing the art of criticism can students create good emotions. In a sense, children make mistakes every day. However, after making mistakes, teachers criticize in different ways and methods, which also leads to different moods. In educational practice, it is often seen that some teachers criticize students who make the same mistakes, which makes them disheartened or rebellious, affecting their life for a day or even longer; Some make students convinced, willing to accept, and have a good attitude, so that students are willing to accept the teacher's education for a period of time, and rarely repeat the same mistakes. So we should emphasize the art of criticism. The ways and methods of criticism are also different according to the specific circumstances of the error, such as the warning method and the provocation method we commonly use. However, no matter what kind of criticism is adopted, teachers should avoid hurting students' self-esteem. Suhomlinski once warned educators: "The more I go deep into children's inner world and experience their thoughts and feelings, the clearer a very important truth in our education;" When influencing children's inner world, they should not hurt the most sensitive corner of their hearts-human self-esteem. "(c) Parents' work is another important condition for maintaining students' good mood. Students' mood in the family is also an important factor affecting their study. This is closely related to the work of parents in our teaching activities. However, at present, the work of many teachers and parents has formed the form of informing students. Whether it is home visits or inviting parents to school, they will tell the students' mistakes as soon as they meet, and even blame their parents. After that, parents reprimanded their children and beat them. In this regard, Suhomlinski has an incisive exposition: "It is necessary to find parents and discuss with parents, but children must not think that teachers are turning their closest and favorite people into a terrible thing. Let children regard people as frightening monsters, which is simply not allowed in education. "This kind of complaining parental work not only damages the feelings of teachers and students, but also destroys the family life of students, causing them to have bad emotions. Therefore, it is necessary to correct the attitude towards parents' work and make parents' work play an active role in teaching. First of all, parents' work should be aimed at understanding students' situation at home and helping parents to carry out correct family education. Secondly, when doing parents' work, we should give students a little full affirmation, properly point out the problems existing in students, and change the concept that teachers visiting parents are complaining in students' minds. Second, let students have a strong interest in learning. Interest means that a person tends to know and master something regularly and consciously, and tries to participate in some activities. Interest is not only the superficial concern about things, but any kind of interest will make people experience emotional satisfaction because of acquiring this knowledge or engaging in planting activities. Therefore, the significance of interest in people's life and activities is enormous. This is a powerful motivation. Interest shows a pleasant dynamic effect on learning, which is also very obvious. Those students who are interested in learning are more active, persistent and learn better than those who are unwilling to learn but unwilling to learn. However, students' interest in learning is not innate and needs to be cultivated. Some teachers do not pay attention to the cultivation of students' interest in learning in teaching activities, but stiffly instill knowledge, which leads to students' boredom with learning and even regards learning as a burden. Therefore, we must attach importance to the cultivation of learning interest in teaching.
(A) the use of primary school students do not pay attention to cultivating students' direct interest in the dominant characteristics. Children are easily attracted by emotional and eye-catching stimuli in learning, and their interests are easily influenced by situations, which is conducive to the cultivation of students' direct interests. Direct interest refers to the interest in the thing itself. This kind of interest can make it easy for students to concentrate and learn knowledge without great will to pay attention to something. This is of great significance for students to acquire knowledge. For example, in order to make students form the habit of reading and improve their writing ability, a teacher consciously asked students to run tabloids and cut and paste. After class, students read books, copy newspapers, remember chapters and sentences, and they are thirsty for knowledge and full of energy. On the surface, their consciousness is not to improve their reading and analysis ability, but in fact, when they run a newspaper, they invisibly broaden their reading scope, increase the amount of information and improve their writing level. Encouraged by this direct interest, the students did not feel tired and nervous at all, but gained unexpected gains.
(B) On the basis of direct interest, guide students to care about learning results and cultivate indirect interest. Direct interest can make students study happily. However, not everything can arouse students' direct interest, nor can things that guide students' direct interest always arouse students' interest. Therefore, on the basis of direct interest, we should guide students to care about the results of activities and make them realize that its results are meaningful to themselves, thus forming indirect interest. This kind of interest will make students have the greatest enthusiasm for learning, work hard to complete their learning tasks effectively and get good grades. For example, if students only keep their direct interest in running tabloids for a long time, this interest will gradually fade away or be replaced by other interests. Therefore, it is necessary to tell students in time that regular reading is of positive significance to their knowledge, ability and morality, so that students will be more willing to read and cultivate reading habits.
Third, the persistent quality ensures that we know that the learning task can not be easily completed in the game after all, and we must work hard. This requires students to have a strong will. Will refers to the psychological process when people consciously overcome difficulties in action to achieve a certain goal. Will and action are inseparable. Will dominates action and is also manifested in action. In students' learning activities, it also fully reflects the different situations formed by the differences in will quality; Those strong-willed students are indomitable in the face of difficulties and can get good grades; Those weak-willed students will be afraid when they encounter difficulties and take evasive measures. Such students often have poor academic performance. Therefore, while cultivating the above two psychological qualities, we must cultivate students' strong will quality.
Jili, Hebi City, Henan Province
In fact, who can absolutely say that he has never lied once in his life? Including parents, teachers, lovers, friends, colleagues, students, and even children who are just sensible. A psychologist wrote a short article, in which he thought that lying is as common as air, and lying can almost be said to be a human need; Every normal person has learned to lie since he was about 6 years old, and generally speaking, lies will accompany people all their lives.
Sartre, an existentialist, once said that "what exists is reasonable". Every kind of thing and phenomenon has its reasons, and so do students who lie. After investigation and analysis, I think there are four main reasons for students to lie: First, for some reason, they are unwilling or afraid to tell the truth, such as poor academic performance, doing something they shouldn't do, and the other party is a parent or teacher and more authoritarian, which means that students lie to avoid punishment; Second, the situation at that time was not good for you. Telling the truth will endanger yourself and lie to protect yourself. The third is to lie for fear that others will know their privacy; Fourth, I'm afraid telling the truth will hurt others.
Of course, from a moral point of view, it is wrong for students to lie. Therefore, while understanding and accepting students' lying, we should also come up with some methods to prevent students from lying, guide them to tell the truth, and then take corresponding methods to educate students according to the facts. In practical work, I have the following experiences.
First, when dealing with emergencies, it is best to take cold treatment. The class teacher should adjust his mood first, then make an investigation and grasp the actual situation before dealing with it. If you find that a student has made a serious mistake and is angry, you'd better not go to the party to solve the problem at once, because at this time, emotionally, your litchi is likely to get out of control; In the case of losing reason, people often don't want to know the situation to educate students, but seize the handle to criticize him/her and even punish him/her. Under the tense relationship between teachers and students, students will "improvise" and try to make up lies to excuse themselves in order to escape punishment. Then, under the lies, simple things will become complicated. Therefore, when encountering a similar situation, it is best to calm down first, on the one hand, adjust your emotions, on the other hand, take the time to get to know the situation quietly, and when you find out the situation, you can pretend to meet the party inadvertently, talk casually, and slowly cut to the chase when he is unprepared. At this time, even if you know a little, you should pretend to know a lot, even all, so that the students who made mistakes feel that they can't tell the truth. In this way, under normal circumstances, he will tell the truth and you can solve the problem smoothly.
Second, if several students are involved in a wrong thing at the same time and you want to know the situation from it, you'd better do an "isolated investigation" with them. There is a "prisoner theory" in psychology, which means something like this: two or more suspects are arrested at the same time, and the police have no definite evidence. In this case, the police usually take the form of individual interrogation, because if collective interrogation is adopted, several suspects will cheat the police together and cover up the truth to escape punishment. In separate experiments, each of them will think so. If the other party confesses that I don't confess, then I may be severely sentenced and the other party can reduce the punishment. Therefore, under the psychological effect of "seeking advantages and avoiding disadvantages", the result of police interrogation is generally that two people will confess, or at least one person will confess, so the town can live. Of course, we can't treat students with the attitude of treating prisoners, but we can learn from "prisoner psychology" to find out the facts and educate students.
Third, when asking students about the situation, we should first pay attention to the occasion. When you encounter serious problems, you'd better talk to your classmates alone, and don't criticize them directly in front of everyone. Because everyone has self-esteem, no matter what mistakes they make, they don't want to be criticized in public. Secondly, we should pay attention to methods, pronunciation and intonation. Be polite to students and don't put them on the opposite side. When talking with students, we should build on mutual trust, relieve students' psychological alert, and make clear whether you are helping him or doing him good, so that he will naturally tell the truth.
Fourth, as an office director, we should also pay attention to influencing students with personality. From the perspective of teachers' morality, as ushinski, an educator, said, "The influence of teachers' personality on young minds is an educational force that cannot be replaced by any educational science, any moral proverbs or any reward and punishment system". Although lying is common and it is inevitable that people will not tell lies all their lives, as a teacher, we should try our best to tell the truth, say less lies and not talk nonsense. Otherwise, how can we ask students to tell the truth?
Finally, we should pay attention to the use of scientific management to create a good psychological atmosphere. From the psychological point of view, every teacher has his own management style, which creates a psychological atmosphere for students. In different atmosphere, students will behave differently. Therefore, as the director of the office, we should pay attention to the scientific management of students, form the centripetal force between teachers and students, let students trust and respect teachers, and consciously develop good ideological quality.
In a word, a student's heart is like a window. We should try to open this window so that students can grow up healthily in the sun.