What psychological effects have been used to manage classes in teaching practice, and what are the effects?

Suhomlinski said: "Please remember that education-first of all, it is caring, thoughtful and meticulous to touch the hearts of young people." Moral education is a touching educational process.

Self-help effect can effectively shorten the psychological distance between teachers and students, stimulate students' emotions and get good results. Teachers must crouch down, raise their love, pay attention to students' hearts, walk into their emotional world, feel their feelings, truly treat students as their own people and intimate friends, put an end to condescending preaching, make full use of parallel language, and let students know themselves correctly, evaluate themselves and establish reasonable and appropriate self-identity. Feeling the soul with heart, winning the affection with emotion, let students "be close to their teachers and believe in their ways", so as to finally reach the highest educational realm of "teachers and students become intimate friends and the school becomes a paradise for growth".

Second, the wallach effect-looking for bright spots.

Otto wallach is the winner of the Nobel Prize in Chemistry. When he started middle school, his parents chose a literary path for him. Unexpectedly, after a semester, the teacher wrote him this comment: "wallach works hard, but he is too rigid. Even if such a person is perfect in morality, he will never be able to play in literature. " At this time, parents had to respect their son's opinion and let him learn oil painting instead. However, wallach is neither good at composition nor retouching, and his understanding of art is not strong. His grades are the lowest in the class, and the school's comments are even more unacceptable: "You are a talent who has not been trained in painting art". Faced with such a "clumsy" student, most teachers think that he is hopeless. Only the chemistry teacher thinks that he is meticulous and has the proper character to do a good job in chemical experiments, and suggests that he try to learn chemistry. My parents took the advice of the chemistry teacher. This time, the spark of wallach's wisdom was ignited. The "untraceable talents" in literature and art have suddenly become the "promising high flyers" recognized by the chemical community.

Wallach effect tells us that students' development is uneven, and they all have weaknesses and strengths. If we break the mindset of other students that "rotten wood can't be carved", and be as good at discovering students' bright spots as that chemistry teacher, and provide students with places to show their specialties and personalities, we will certainly receive the remarkable effect of "Cycas blooms". Therefore, in the process of moral education, we should care about every student, design various activities, point out the individual's bright spots, make students full of self-confidence, and build a stage for students to discover their own wisdom potential and expertise. For example, according to the actual situation of the students in this class and the school, we design debates, give speeches, host theme class meetings and other activities. Through colorful activities, such as speaking, writing, drawing and hands-on, we provide places for students to show their strengths and personalities ... and encourage each student to bravely show his bright spots and communicate with the whole class. Let every student find his own position and the "best point" of his intelligence here, and provide every student, especially the underachievers, with opportunities to build self-confidence and diversified development. Then help students form a healthy mentality, overcome inferiority, and help students set new goals and ideals in self-confidence.

There is not a grass that does not bloom, and there is not a child that is not perfect. Everyone is a picture of life full of personality. There is no shortage of things worth appreciating in this picture. What is really lacking is appreciation. I hope that our teachers should not criticize, complain and accuse the pictures of life blindly, but should discover and appreciate more, appreciate the greatest richness and initiative of students' life with an appreciation attitude, pay attention to every progress of students' growth and development, help students find themselves and affirm themselves, let more children revel in the joy of success, and let more students have a healthy attitude, a sound personality and a confident life.

Third, Henry effect-implicit expectation.

One evening many years ago, a young immigrant named Henry stood by the river in a daze. Today is his 30th birthday, but he doesn't know if he has the courage to live. Because Henry grew up in a welfare home, he was short, ugly and spoke with a strong local accent, so he always felt inferior, and even dared not apply for the most ordinary job, and he had no job or home. Just as Henry was hovering between life and death, his good friend John excitedly ran to him and said, "Henry, I have good news for you!" " I just heard a news on the radio that Napoleon once lost a grandson. The characteristics described by the announcer are no different from yours! ""really? I used to be Napoleon's grandson! " Henry's spirit was greatly uplifted. He remembered that Grandpa had commanded thousands of troops with his short stature and issued majestic orders in plain French. He suddenly felt that his short fierceness was just as powerful, and his French accent was dignified. In this way, under the "beautiful lie" that he is Napoleon's grandson, 30 years later, he actually became the president of a big bargaining company. Later, he asked someone to verify that he was not Napoleon's grandson, but it didn't matter anymore.

This story tells us a truth: implicit expectation has infinite educational power. It is a hidden expectation, a lighting of faith and a kind of "self-induction". Psychological research shows that everyone is suggestive, and children are more likely to accept hints than adults. True moral education is not to instill existing social moral norms and codes of conduct into students, so that students can become "a collection of virtues", but to inspire and awaken students' moral consciousness and conscience, so that students can establish moral ideals and understand the true meaning of life. The way to "inspire" and "awaken" is to hint at expectation. Teachers use indirect methods of implicit and abstract induction to influence students' psychology and behavior, which can effectively induce students to act in a certain way or accept a certain point of view, so that their thoughts and behaviors meet the teachers' expected goals. This is the magic of the Henry effect. If some teachers praise good behavior in collective occasions, it will play a good suggestive role for other students; Some teachers often choose suitable movies, TV and literary works according to students' shortcomings and mistakes, which is equivalent to students watching and talking, or telling students some targeted stories. , can produce good results.

A philosopher said that when we think the world is beautiful, it largely reflects the beauty of our inner world; When we think the world is ugly, it largely reflects the darkness inside us. I believe that the "Henry effect" in moral education will certainly produce more surprises!

Fourth, beauty is a good effect-get rid of illusion and evaluate it correctly.

For a handsome and beautiful person, it is easy to make people mistakenly think that he or she is also good in other aspects. This is the famous beauty effect put forward by American psychologist Daniel McNeil. It tells us that once an impression is based on emotion, it often deviates from the truth. This phenomenon can often be seen in schools. Teachers often show affection for students with good academic performance, and attach importance to and favor them. Students with poor academic performance are often discriminated against and show annoying emotions. This is the concrete embodiment of the good effect of beauty in education. Practice has proved that this one-sided view of "seeing the trees but not the forest" makes some outstanding students have psychological fantasies and cannot treat themselves correctly; Some students, just because their grades are not high, will be in the corner that teachers care for and forget for a long time. This man-made bad psychological environment will make their emotions go to extremes, and their behavior will be triggered and impulsive, which will inevitably lead to the abnormal development of students' personality, cause students' psychological obstacles, and make students lose their positive wishes, self-confidence and rebellious psychology.

The enlightenment of "beauty is a good effect" to moral education is "less in quantity" Every student has advantages and disadvantages. Teachers should establish a correct view of students, treat students with a developmental, dialectical and comprehensive vision, and fully understand each student. You can't let grades "cover up all ugliness", only understand the advantages of eugenics and ignore the disadvantages of eugenics; You can't let your grades be "rejected by one vote". You only know the shortcomings of poor students and ignore the advantages of poor students. We should strive to respect every student, maintain the equality of all students in the process of education, and avoid some students from breeding superiority, while others form inferiority complex, so that students can grow up healthily.

Five, "warm water effect"-to prevent micro-duration

Researchers at Cornell University in the United States have done an experiment: after filling a pot with cold water, put a frog in it and heat it slowly. At first, the water was cold and the temperature changed slowly. The frog feels much more comfortable and doesn't want to jump. With the water temperature rising gradually, the frog who felt dangerous decided to try to jump out of the hot pot, but it was too late. Finally, the lively frog was scalded to death. In contrast, the frog was thrown into a boiling pot, and the frog, which was strongly stimulated, jumped hard and saved his life.

The enlightenment of warm water effect on moral education is that students' minor shortcomings and mistakes cannot be tolerated. In the process of education, most teachers are biased towards students who have good grades and are usually more disciplined because of their lack of understanding and caring attitude. These students always have to wind and rain in their class. The school leaders praised him, the teachers loved him, and the class teacher even regarded him as the apple of his eye. He is an excellent student, an excellent league member and an excellent student cadre. Even if these students make mistakes of one kind or another, the teachers always treat them with tolerance and turn a blind eye, so that the students can vaguely pass the exam; Even criticism is an understatement. Some teachers can't even see the problems of these students, and they are very slow to show their shortcomings, thus creating a blind spot in education and automatically belittling "redundant" love. The negative effect is that these excellent students have the illusion, are insensitive to praise and take everything for granted. Therefore, they can't correctly evaluate themselves, others and things around them, which leads to their psychological alienation and loss of tolerance to adversity and their own setbacks, making them very fragile in their growth, lacking the stamina of sustainable development and poor social adaptability. When some top students commit suicide or commit crimes, we realize that our warm water has killed the "frog" in the pot, but it is too late to regret it. Therefore, effective moral education is to start from every detail, prevent delay and nip mistakes in the bud.

Six, bowling effect-more praise and less derogatory

Two bowling coaches train their players separately. Their players all knocked down seven bottles with one ball. The coach family said to his team members, "Good! I hit 7. " Encouraged by the coach's praise, his players want to work harder next time and knock down the remaining three. Coach B said to his team, "What the hell! There are still three who have not been knocked down. " After listening to the coach's accusation, the players were unconvinced and thought, why didn't you see the seven I knocked down? In this way, the results of the players trained by coach A are rising, and the players trained by coach B are not as good as the other team. The bowling effect tells us how different appreciation and criticism are. In fact, it is everyone's normal psychological need to hope for others' affirmation and appreciation. It is also a normal psychological defense mechanism to defend yourself unconsciously in the face of accusations.

Charles Scober, the first president selected by American steel giant Anzu Carnegie, said, "Nothing can kill a person's ambition more than the boss's criticism. ..... I am in favor of encouraging others to work. Therefore, I am eager for praise and hate nitpicking. If there is anything I like, it is my sincerity to praise, which is broader than praise. " That's what Scobie did. Psychologists have proved that positive encouragement and negative encouragement are asymmetric. People who have been punished will not simply lower their minds to do bad things. At best, they just learned how to escape punishment. Therefore, moral educators should be good at using appreciation skills and focus on "seven bottles knocked down by the ball" instead of forgetting "three bottles that were not knocked down". For example, if some students do something wrong and confess their mistakes to the teacher, the teacher will not have to punish the students for their mistakes; It is to see that students trust teachers, are willing to listen to teachers' opinions to correct mistakes, and appreciate students' actions; When a student is 30 minutes late on the first day. When he is 28 minutes late the next day, if the teacher affirms his progress because he is 2 minutes less late than yesterday, I believe that the insignificant 2 minutes will definitely promote the change of the students and will not disappoint the teacher on the third day. As long as we change our perspective and believe that every student has his own strengths and advantages, moral education will receive magical results.

Seven, Romeo and Juliet effect-turn congestion into sparseness

An important discovery of scientific research on love is that it proves that when external forces interfere in the love relationship between two lovers, their feelings will be strengthened and their love relationship will be stronger. Psychologically, Romeo and Juliet are named after Shakespeare's tragedy, which is called "Romeo and Juliet effect".

This phenomenon is often found in life: if people's choices are voluntary, people will tend to increase their goodwill towards the selected object. When the choice is forced, people will reduce their goodwill towards the selected object. Therefore, when people are forced to make a certain choice, they will have a high degree of psychological resistance to this choice, which will prompt people to make the opposite choice and actually increase their love for the selected object. For example, when a child stops his hand on a painting, his mother shouts: Don't tear the painting! As a result, the painting deteriorated as soon as my mother's voice fell.

The enlightenment of Romeo and Juliet effect on moral education is that only by changing the blockage into sparseness can students avoid rebellious psychology and get twice the result with half the effort.

Good leads to safety. Overcoming the Romeo and Juliet effect, when the child put his hand on the picture, he smiled and said, "Look, the baby can help his mother post the picture." As a result, you will be surprised to find that the child posted the picture on the wall as you wish.

Eight, "basketball effect"-moderate requirements

If the basketball stand is as high as two stories, almost no one can throw the ball into the basket against the two-story basketball stand, so no one will be stupid; If the basketball stand is about the same height as a person, anyone can "hit every ball" without much effort, and everyone will feel boring. It is precisely because of this jumping and reaching height that basketball has become a worldwide sport, attracting countless athletes to fight hard and making many fans enjoy it. The height of basketball shelf tells us that a goal of "jumping to reach" is the most attractive and people will pursue it with high enthusiasm.

The enlightenment of basketball grandstand effect on moral education is that the goal we set for students is to let them do what they can; The second is continuous improvement. In other words, students should have the opportunity to experience the joy of success, but they should not be disappointed with the unattainable "fruit", and they should not be allowed to pick the "fruit" easily and effortlessly. Only by constantly setting a goal as high as a "basketball shelf" for students so that everyone can "jump and reach" can we get good results. Specifically, we should do the following two things:

First, we should comprehensively analyze all aspects of students and pay attention to the feasibility and rationality of educational goals. When setting goals, we must consider students' psychological development level and students' psychological endurance. The sub-goal should be at the same level as the students' psychological development level, so that students can achieve it through hard work and let them "jump up and pick apples".

Second, we should pay attention to the hierarchy and concreteness of educational objectives. The differences between students exist objectively. Moral education should also implement the principle of teaching students in accordance with their aptitude. It is necessary to analyze the existing development level of students at different levels and formulate specific goals at different levels according to the different situations of students. Let every student get the joy of success and further enhance their confidence in progress. For students with learning difficulties, teachers should not set too high demands on them at once. Instead, they should set a small demand first, as long as it is better than in the past. When students meet this demand, they will gradually put forward higher requirements for them through encouragement, which is often easier for students to accept and strive to achieve.

Nine, MIG -25 effect-overall optimization

Many parts of MIG -25 jet fighter developed by the former Soviet Union are backward compared with those of the United States. However, due to the designer's consideration of the overall performance, it can become world-class in terms of lift, speed and emergency response. MiG -25 effect shows that the so-called best whole is the best combination of individuals.

A teacher learned that there is a potential aversion and resistance to health duty work in the class, and some students even skip work and leave early for duty. At the same time, teachers also received feedback from students' dissatisfaction and criticism of this bad behavior. Therefore, teachers and students should make clear the responsibilities and significance of duty labor through class meetings, guide students to carry out special discussions on "labor concept and collectivism spirit" in class posters and class meetings, and treat the ideological significance of duty labor from the perspective of personality, morality and life values, so as to make the psychological pursuit of "labor glory" become a mainstream psychological state in class education activities; The public opinion of the group tends to reject and resist bad behavior, and students who have evaded voluntary labor have been criticized and restricted by the group. Under the positive guidance of teachers and the pressure of group consciousness, these students' contempt for voluntary labor has been corrected in time. They changed their lazy style and took the initiative to do a good job on duty, and their mental outlook changed fundamentally. It can be seen that teachers simply warn and punish some bad behaviors and inappropriate emotions of individual students, the effect is very limited, and it is easy to become superficial, losing educational significance, and even causing barriers and frictions between teachers and students due to improper handling. If teachers can grasp the "temperature" of education from the perspective of psychological understanding and give full play to the educational function of the class collective, then the educational effect will be much greater.

Psychological theory holds that in a group, everyone does not want to be isolated, but will try their best to make themselves converge to the group and integrate into it. The common goal and collective honor of the collective play a restrictive and normative role for individuals. The life direction and learning goals put forward by the student groups will stimulate the individual students' sense of belonging to the collective honor and collective behavior mode. It exerts a subtle influence on the psychology and behavior of individual members in the group and forms psychological incentives for individual students. Students' individual psychological experience and emotional catharsis will also be influenced and assimilated by group behavior patterns. The communication and imitation between students can stimulate their positive thoughts, thus prompting students to consciously supervise and adjust their thoughts and behaviors. Therefore, it is of great significance for moral education to build an excellent class group and carry out healthy and beneficial collective activities. This is inspired by the MIG -25 effect.

X. responsibility diffusion-awakening.

Psychologists have found through a lot of experiments and investigations that people's sense of responsibility leads to their different behaviors on different occasions. When a person is faced with a task, he will realize his responsibility and dare to undertake it. If there are more people, the responsibility will be shared by everyone, resulting in a mentality of "I won't do it, others will do it" or a wait-and-see mentality of "seeing if others will do it".

Marxism holds that man has initiative, and he constantly transforms himself in the process of transforming the objective world. For a long time, our moral education has neglected the students' dominant position, and everything starts from the society and the subjective wishes of educators. Therefore, as the object of education, students are actually in a passive position of education, rather than being treated as living flesh and blood people, so they have no self, no subjective consciousness and no complete spirit.

Modern constructivist education theory holds that the premise of all educational activities is that students must enter and exist in the educational world, and make the educational world a meaningful "life world" for people to create. According to this theory, we should change the way of educating students with abstract and lifeless rules and dogmas, make students' main body change from formal participation to substantive participation, let them "gain", "reflect" and "design", constantly deny themselves and generate themselves, exercise their ability to distinguish right from wrong, good from evil, and choose their values and behaviors independently and correctly; Learn to cultivate yourself in life, constantly adjust and control yourself ideologically and morally, improve yourself, surpass yourself and innovate yourself, so as to enhance your personality realm. Therefore, in the process of moral education, teachers should avoid arranging everything, but boldly delegate power, give full play to their leading role, awaken students' awareness of self-education, enable students to achieve the purpose of self-education and self-improvement in self-restraint, self-motivation and self-adjustment, and make students the masters of self-education. For example, we should break the tenure system of class cadres, adopt the rotation system of class cadres, and employ one-day monitor and one-day head teacher to provide equal opportunities for each student, enhance each student's sense of responsibility and mission, and avoid the consequences of "responsibility diffusion", so that everyone has something to do, everyone is in charge of everything, everyone knows responsibility and everyone takes risks. Or in collective activities, adopt a special task contract system with one person as the main body and many people cooperating, so as to achieve division of labor and cooperation, shoulder responsibilities and take risks, and so on.