Abstract: by comparing the differences between rural and urban primary school students, we can understand the psychological and behavioral characteristics of rural primary school students, explore the methods of rural primary school students' behavior standard education, and combine with the practice of primary school Chinese classroom. Constructing the teaching mode of autonomous learning, strengthening the behavior standard education of rural primary school students, making them form good behavior habit in the long-term classroom activity process.
Key words: behavior standard education people-oriented primary school Chinese classroom autonomous learning independent innovation
Now that we have entered a new century, education has also followed into an era of innovation. However, there are still quite large differences between rural pupils and urban pupils: first, the material conditions between rural and urban areas, cultural accomplishment, The difference in the activity environment leads to a much lower degree of psychological maturity in rural pupils than in urban pupils. Their behavior is characterized by formality, slow response, late acceptance, fast forgetting, closed emotion and poor expression. Allergy to external things, and rejection, full of doubts and scruples. According to the relevant data, the eligible rate of normal psychological behavior and emotion of primary school students in urban areas is 89% and 89% respectively. The eligible rate of normal psychological behavior and emotion was 31% and 18% respectively. On the same occasion, the resolution of primary school students who can distinguish rural and urban areas at a glance is as high as 97%, and if the duration exceeds eight hours, the resolution can be as high as 1%. Secondly, the limitation of rural primary school education seriously restricts the development of primary school students' behavior standard education, and the traditional education mode restrains the change of teachers' concept. Educational conditions can be changed, we can create conditions. But the concept does not change, the behavior standard education became empty talk. Performance in the past Lord, based on scores, ignoring the human nature of primary school students, there are still traces in rural schools, teachers are high, pupils' hearts tremble under the whip, schools are the domain of principals, classrooms are teachers' territory, The pupils became prisoners. The single, feudal and traditional educational model draws the distance between rural and urban pupils further and further. Third, with the continuous improvement of rural life, the narrowing of the gap between urban and rural areas, the rapid development of information technology, the rate of psychological change of rural primary school students is amazing, which has positive, negative and negative changes. Among them, the bad behavior shows as less thinking, more blindly, and emotionally happy. Enjoy new things, deliberately pursue illusory fantasy.
Rural education should set up the idea of people-oriented and strengthen the behavior standard education of primary school students. First, the education of behavior norms should be linked with other subjects and permeated into the specific process of education. Teachers should correctly understand the meaning of behavior, not only refers to learning behavior, but also refers to various internal and external performance. We need to understand the behavior of primary school students, especially psychological behavior. External behavior is governed by internal psychological behavior. Only by mastering their psychology can their behavior be regulated. As for the norm of psychology, the norm is the aim and the result. Teachers provide them with objects of perception and cognitive bars Pieces, guide organizations to achieve the effects of knowing, understanding, and doing. The goal of rural primary school students' behavior standard education should be integrated with the characteristics of each subject, and it is simple and repeatable.
Second, the behavior of primary school students in rural education needs love. Rural primary school students are the flowers and the future of the motherland, they need to be loved, in the hearts of teachers to have a certain position. Love can improve the relationship between teachers and students, increase students' interest in learning, make them participate in learning activities happily, and achieve the purpose of education. Love can change the mental state of elementary school students. It is an art of education and plays an imperceptible role. The teacher's strong love can awaken the pupils, lift the curtains of their hearts, and merge with them. It is the secret weapon of education.
At present, Chinese classroom teaching in rural primary schools is more or less influenced by the traditional education model, neglecting pupils' autonomy, initiative, lack of vitality and poor results: monotonous teaching methods, low enthusiasm and poor participation of pupils; Primary school students learn passively, "teacher master" study occupies the classroom stage, the teacher teaching thought is in the renewal, the Chinese accomplishment is not uniform, the innovation consciousness is relatively weak. The behavior standard education of primary school students in rural areas can be combined with Chinese classroom to construct the teaching mode of "independent learning". Through the creation of rich teaching situations to stimulate the enthusiasm of primary school students to learn actively; through questioning, leading pupils to participate Through vivid teaching activities to enlighten pupils to read and realize, through teachers and students, students and students to communicate in many ways, to promote pupils self-evaluation self-knot, to integrate knowledge, to master learning methods. The main links of this model are: creating situation-arousing interest, guiding questioning-self-inquiry-enlightening thinking-self-reading comprehension-expanding and deepening.
First, create a good situational atmosphere and encourage independent learning.
"Learners should not be passive recipients of information, but should be active participants in the process of knowledge acquisition," said Bruner, a famous psychologist. Learners practice, explore, and discover that the knowledge they acquire is truly effective. " We should fully trust pupils, give them the initiative to learn, create an atmosphere of autonomous learning, cultivate their strong interest, and give play to their initiative in learning.
First of all, teachers should create a situational atmosphere and teach pupils the method of self-study. Before self-learning, teachers should remind them of the steps they should take to learn. They should read the text first (read through the text, understand the context of the article), think about it (combine the examination questions, make clear what to learn), and then write down (go deep into the text, draw in circles, and write down the problems. Write out the feeling) and then use the method (transfer knowledge, solve some simple problems initially). Let them have the law to follow, understand how to start, teachers should play a leading and demonstration role, can not be arranged instead. Second, to stimulate the interest of primary school students to learn independently, so that they enjoy learning. Interest is the driving force, autonomous learning needs a kind of intrinsic The power of inspiration. In the Chinese classroom, according to their curiosity, they create the situation, let them place themselves in it, produce the demand for new knowledge, and form the motive of exploration under the motivation of interest. Third, to create a democratic atmosphere, so that primary school students willing to learn. Teachers should change their roles, strive to create a harmonious, equal and democratic teaching atmosphere, let them get solutions to problems, experience a sense of achievement, organize competition activities appropriately, and carry out cooperative learning through the form of teachers and students' comments. Stimulate their interest in independent learning motivation, make them willing to learn, music learning. We can talk about evaluation through bold innovation, reporting and learning. and other ways to create a democratic teaching atmosphere.
Second, to adopt the autonomous form and attach importance to the autonomous process.
A psychologist once said, "Learning is not about treating students as libraries, but about training students to participate in the learning process." Learning is a process. It is the best effect of autonomous learning to guide students to participate in the whole process. The connotation of participation is very rich, the teacher should provide the opportunity to the pupils in the Chinese classroom teaching, give full play to their sense organ function, let them move the mouth, start, use the brain, observe, think, discuss, experiment actively. Let them participate substantively in the teaching process, and do the following: the text is for them to read, words for themselves, problems for them to find, methods for them to look for, and emphasis for them to think about. So, the difficulty lets them break through. Participation should be diversified, such as questioning is a reflection of the spirit of innovation, is a sign of primary school thinking participation. They can ask questions, even if strange, as long as they actively participate in the thinking activities, teachers should carefully guide, so that the spark of their thinking will eventually become the fire of learning innovation.
Pay attention to their autonomous learning process, optimize the feedback and evaluation in the Chinese classroom. Learning is the core, guidance is the key, and evaluation is the catalyst for their knowledge. The leading role of teachers lies not only in classroom questioning, but also in the ability to deal with feedback information. Evaluation is an important way for teachers to feedback on pupils' learning results. Its function is not only to let pupils understand the distance between themselves and their goals, but also to exchange teachers and students' feelings with confidence through evaluation, which can stimulate their desire for knowledge and strengthen their self-confidence in learning. Create a harmonious and pleasant atmosphere. What do they do when they answer the wrong question? Is it encouragement, diatribe, or reprimand, negation? ? The former can make them feel that the teacher is affable, the evaluation is fair, the self-esteem is protected, and then the impulse to "kiss their teacher and believe in the way" is generated, and the latter makes them have a reverse mentality, so that they can enter into the study and explore with a good attitude. Dampen learning enthusiasm. Therefore, feedback and evaluation are not only the needs of pupils' cognitive process, but also the expectation of harmonious teacher-student emotion in open teaching.
- Encourage "learning for self-use" and cultivate the spirit of independent innovation
Pupils can not think, do not master the method of learning, only by rote learning knowledge, must lose interest in learning. Teachers should guide them properly in the process of Chinese teaching, give them enough time and space, encourage them to "learn for their own use", let them dare to ask, ask well, and express their opinions. Exchange thoughts in classroom interaction, revise your opinions, and truly experience the fun of inquiry. In addition, the teacher wants them to do as much as possible. As the saying goes, "if your eyes pass a thousand ways, you might as well do it with your hands." The process of calling on a variety of senses to participate in learning activities is the process of developing the autonomous learning ability of primary school students. It is also the process of cultivating their consciousness of independent innovation.
In the course of Chinese classroom teaching, we should pay attention to several points: first, we should distinguish the relationship between "chaos" and "active atmosphere". Don't be afraid as long as the pupils are confused around learning. We should guide the way. This disorder caused by heated discussion will only activate the classroom atmosphere and motivate them. Second, we should give them ample time for thinking and activities, avoid taking forms, arbitrarily interrupt their thinking, and dampen their enthusiasm for independent thinking. It is only on the basis of every pupil's full thought that discussion and argument can achieve the best results. Third, we should try to create more opportunities for them to practice, so that they can do what they say and boldly open the wings of their thinking. Bladder imagination, let go of the hands and feet to operate flexibly. In this way, they can fully cultivate the spirit of independent learning.
To sum up, under the condition that there are differences between rural and urban primary school students, we combine the behavior standard education of rural primary school students with the primary school Chinese classroom according to the behavior characteristics of rural primary school students and the actual education and teaching situation. In order to develop the students' ability, improve their bad psychological behavior and standardize their behavior, the author hopes to develop the good behavior habit gradually.
Reference: the course of Primary School Pedagogy; the Psychology of Primary School Children; the Theory of Chinese Teaching in Primary School;