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多年的数学教学经历让我感受到,智障学生出现的种种学习问题,有时并不是单纯的学习科学文化知识问题,还往往与学生的心理障碍相关。那么,能否在教学中巧妙地运用一些心理健康教育的手段,让教学更贴近学生生活,从而提高课堂教学实效呢?为此,我在数学教学中进行了“心理暗示”教学策略的尝试,通过实践肯定了自己的观点:如果能适时而有意识地渗透积极的心理暗示,就能在一定程度上激发学生参与学习的积极性,有效提高课堂教学实效。
Many years of teaching experience in mathematics made me feel that all kinds of learning problems that occur to mentally retarded students sometimes do not simply learn about scientific and cultural knowledge, but are often related to students’ psychological obstacles. So, can we skillfully use some means of mental health education in teaching so as to make teaching closer to the life of students, so as to improve the effectiveness of classroom teaching? To this end, I conducted a teaching strategy of “psychological suggestion” in mathematics teaching Trying to affirm my point of view through practice: If we can timely and consciously infiltrate the positive psychological suggestion, we can arouse the enthusiasm of students to participate in learning and improve the effectiveness of classroom teaching effectively.