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作为语文教师,我们不难发现这样两类学生:一类聪明、伶俐,什么东西一讲就懂,一做就会,但就是对学习、对纪律无所谓,上课不认真,课后不用劲,成绩老是提不高,操行老是不及格;另一类呢,木讷,缓慢,但做事较踏实,上课情绪较稳定,课后较用功,成绩和表现反倒较好.这是什么原因呢?教育学和教育心理学的知识告诉我们:这是非智力因素在起作用.非智力因素主要指学生的学习意向、情绪、兴趣、信心、意志等.要开发非智力因素,我认为应该注意以下几个方面:(一) 增层次的意向培养.目前中学生的意向层次大至是这样的.
As a language teacher, it is not difficult for us to find two types of students: one class is smart, one is ambiguous, and one knows what to do once it is done. However, it means that it does not matter for learning, discipline, and we don’t take lessons seriously. I always mention that I am not high and I always fail to pass; in another class, I am slow and ambitious, but I work more slowly, have a more stable mood, and have a harder grade after class. The performance and performance are actually better. What is the reason? Education The knowledge of learning and educational psychology tells us that this is a non-intelligence factor at work. Non-intelligence factors mainly refer to students’ learning intentions, emotions, interests, confidence, will, etc. To develop non-intellectual factors, I think that the following should be noted: Aspects: (a) increase the level of intention training. At present the level of intention of middle school students is as large as this.