Educational Psychology: Meditation —— Impulse and how to teach students in accordance with their aptitude —— Tianjin Teacher Recruitment in 2020

Analysis of exam situation: Contemplative and impulsive cognitive styles are common knowledge points in teacher recruitment. There are objective questions (single choice, multiple choice and judgment) and subjective questions (such as material analysis). The form of investigation is mainly the characteristics of this type, the difference between the two types, the way of task handling and how to teach students in accordance with their aptitude. Although the form of investigation is not complicated, most students are rote memorizing and prone to mistakes. Some characteristics and tasks are not clear, and many textbooks have little introduction to teaching students in accordance with their aptitude, so sometimes people don't know how to start. Now I will explain it clearly from the perspective of theory and practice, so that everyone can do subjective questions on the basis of understanding the theory.

I. Detailed theoretical explanation

Reflective and impulsive cognitive styles reflect the speed and accuracy of individual information processing, hypothesis formation and problem solving. In uncertain question situations, some students tend to give answers after careful consideration. This way of cognition is called meditation. Other students tend to think simply and answer immediately. This way of cognition is called impulsiveness.

Meditation learners are characterized by slow response but high accuracy. Before giving their own answers, such learners like to thoroughly consider the problem and evaluate all the possibilities. They value the quality of solving problems, not the speed. Especially when they answer complex and unfamiliar questions, this feature is more obvious. However, when they face relatively simple and familiar problems, they still react quickly. On the contrary, impulsive learners are always eager to succeed when facing problems. They can't analyze the possibility of the question comprehensively and carefully, but they are eager to express their ideas after a little thinking, and sometimes even start answering questions without knowing the requirements of the question. Therefore, although their response is quick, the correct rate is often low.

From the perspective of information processing strategies, contemplative learners often use the method of detail processing, so they will get better grades when they complete the learning tasks that need to analyze details. Impulsive learners tend to adopt holistic processing, so their academic performance will be better when they complete the learning tasks that need holistic explanation. There are great differences between the two learning styles in specific learning performance. Reflective learners have good reading scores, recognition test scores and reasoning test scores, and they are excellent in creative design. In contrast, impulsive learners will have reading difficulties, which are often accompanied by insufficient learning ability and poor academic performance. However, some studies show that impulsive learners have an advantage in tasks involving multiple angles. So, what caused these two opposing styles? Gro's research shows that the difference between impulsive and contemplative students seems to come from the concern or anxiety about mistakes. This kind of worry, to some extent, reflects their sensitivity to their own ability evaluation. Impulsive students tend to take reaction speed as the main indicator of ability, while reflective students take accuracy as the main indicator of ability. It is not difficult to explain the differences in their behaviors and strategies in solving problems.

Second, teach students in accordance with their aptitude

1. Meditation and impulsiveness have their own advantages, and teachers should look at this difference objectively.

Impulsive students are more active in class and willing to answer teachers' questions actively, which is helpful to form a good classroom interaction atmosphere. This kind of students usually have strong expressive ability, agile thinking ability and enthusiastic personality, which can enliven the classroom atmosphere and drive the whole class's learning enthusiasm. Although contemplative students are not very active in class, they are diligent in thinking, good at learning, can thoroughly understand knowledge points, treat homework meticulously and strive for perfection, and often have high accuracy. In the exam, such students are calm and stable, allocate their time reasonably, and check again and again if they have time after finishing, so their grades are better. It can be seen that the two types of students have their own advantages. Teachers should see their own bright spots, praise their own good aspects, strive to cultivate their own lacking qualities, and treat students' individual differences objectively and fairly.

Teachers should encourage contemplative students and help them improve their expressive ability and express their courage.

In classroom learning, students who meditate are often very cautious. They tend to think fully about the questions raised by teachers and will not answer them easily until they are completely sure. So unlike impulsive students, such students are reluctant to raise their hands and share their ideas with you. This is not only not conducive to mobilizing the classroom atmosphere, but in the long run, it will also make these students shy and introverted and unsociable. In this regard, teachers should create more opportunities to speak, encourage them to express themselves bravely in class, and improve their oral expression ability while exercising their courage.

3. Teachers should consciously train impulsive students and cultivate their good qualities of being diligent in thinking and good at analyzing.

It is difficult for impulsive students to analyze problems patiently and carefully, so they are often at a disadvantage in reading reasoning and other tasks. In order to help impulsive students overcome their shortcomings, teachers should consciously train them. For example, after they answer the questions in class, the teacher asks them more why, prompting them to think further; In classroom exercises, teachers can guide them to compare the components of learning materials and pay attention to and analyze visual stimuli.

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