Teaching plan for mental health of interpersonal relationship in senior high school students

Five teaching plans for mental health of interpersonal relationship among senior high school students

Teaching plan includes brief analysis of teaching materials and students' analysis, teaching purpose, important and difficult points, teaching preparation, teaching process and exercise design. Next, I will bring you the teaching plan of mental health of interpersonal relationship among senior high school students. I hope you like it!

1 New knowledge points of high school students' interpersonal mental health teaching plan

1. The division of senior high school students' psychological stages.

2. The main aspects of high school students' psychological development.

3. Basic characteristics of high school students' psychological development.

4. High school students' mental health standards.

Important and difficult

★ Understand and remember the main manifestations of high school students' psychological development.

★ Analyze and master the basic characteristics of psychological development in senior high school.

The teaching time is 2 hours.

Teaching arrangement

1. Introduce a new lesson

The teacher listed some behaviors and phenomena related to healthy psychology and asked: What is the definition of mental health? Let the students speak freely, which leads to the definition of mental health in the Third International Conference on Mental Health.

2. Introduce new courses

People's psychological development is a constantly changing process, and each stage has its own unique state. Today, we will discuss the psychological phenomenon of senior high school students, that is, ourselves.

3. Teaching implementation

Interactive question and answer: When we enter high school, we will naturally become high school students. Who knows how old high school students are? In this way, the specific division and related introduction of high school stage are introduced.

From childhood to adulthood, what aspects do we generally evaluate a student? Students' answers to "three good students", "five good students", morality, intelligence, physique, beauty, labor and so on lead students to discuss and study several main aspects of personal development, and students' answers are often not comprehensive enough. Teachers should be good at guiding, be accurate and do not miss anything.

What are the characteristics of each aspect? This is the focus and difficulty of this section. Tell students to understand, understand and remember carefully.

4. Work design

Open discussion: How much do you know about yourself compared with the mental health standards of senior high school students? What needs to be improved?

teaching process

High school, also known as early adolescence, is the most precious golden period of life, starting at the age of 5 in 14 and ending at the age of 17 and 18. After the continuous development of the previous stages, senior high school students are basically mature in physical development, close to the adult level in intellectual development, and show more abundant and stable characteristics in personality and other psychological qualities. Young people are full of vigor, energy, enthusiasm, physical and mental maturity, and begin to live. Some psychologists abroad call this period the psychological "weaning period", that is, the period of getting rid of past dependence on parents, demanding independent activities and completing individual socialization.

As far as mental health is concerned, the psychological development of senior high school students is mainly manifested in the following aspects.

(1) The rapid development of intelligence. The sense, perceptual sensitivity, memory and thinking ability of senior high school students are constantly enhanced, and the logical abstract thinking ability is gradually dominant. They begin to criticize & look at things around them, have original opinions, and like to question and argue. During this period, they began to think about life and the world and put forward many questions about "the purpose of life", "the meaning of life" and "the ideal of life". Because the solution of these problems is a process full of contradictions, they often feel distressed, confused, depressed and uneasy.

(2) self-awareness. With the accumulation of knowledge, the development of intelligence and the approaching of the objective requirement of independently arranging life path, the self-awareness of senior high school students is becoming more and more mature. They devote themselves to understanding their physical and mental development and their social values, independently evaluate themselves and others, and gradually overcome the one-sidedness of evaluation, strive for comprehensive analysis, gradually form stable personality characteristics, and be able to better educate themselves.

(3) Emotions and emotions tend to mature. High school students' emotions and emotions have gradually become mature and stable, but compared with adults, they are unstable. Students in this period are active, enthusiastic, easily stimulated and quick to act, showing their boldness and decisiveness. However, due to the sharp changes in physiology and self-awareness, sometimes students' emotions and emotions are often too excited. With the continuous growth of intellectual and social needs, students gradually form many social emotions with clear moral consciousness, such as collective honor, social responsibility, obligation, justice and national pride, and their profundity and durability are obviously improved. Due to the improvement of self-regulation and self-control ability of emotions, the emotions of senior high school students gradually tend to be stable.

(4) Will develops rapidly. When high school students encounter difficulties, they are often willing to think independently, find ways to overcome difficulties, show good initiative, and will not turn to others as easily as children do. At the same time, the ability of high school students to control and dominate their own behavior is gradually enhanced, and of course, they sometimes show impulsiveness. In addition, due to the development of nervous system function, especially internal inhibition function, and the improvement of motivation and purpose level, teenagers show tenacity in the face of difficulties. They are brave in seeking success and refuse to give up easily, even if they are frustrated.

(5) Words and deeds tend to be perfect and mature. Speech and behavior characteristics are important signs of psychological development of senior high school students. The vocabulary of senior high school students is already very rich, and the content is getting deeper and deeper; The monologue in language expression tends to be perfect; Written language expression tends to be mature, and internal language expression has reached a completely "simplified" level. Students in this period demand to get rid of adult intervention completely and act independently; Ask the society to recognize the social value of their behavior; Ask for sexual intercourse, love, etc. They demand to participate in social life like adults, but they are often not good at controlling their behavior, especially when they are frustrated.

(6) the development of sexual consciousness. China scholars generally divide the development of sexual psychology into four stages: heterosexual alienation (12 ~ 14), approaching (14 ~ 16), yearning (16 ~ 18) and. After a short period of alienation and rejection of the opposite sex, high school students will inevitably pay more attention and get closer. Boys and girls begin to pay attention to the attitude of the opposite sex towards themselves, and often show themselves in front of the opposite sex in order to win the favor of the opposite sex. Boys and girls in this period are in a state of love and longing for spring. Their attention to the opposite sex is curious, experimental and blind. Their communication orientation is general, and most of them are naturally attracted by each other's goodwill. At this stage, most students haven't had affection for the specific opposite sex, but a few boys and girls have begun to have affection for the specific opposite sex. At this time, although the sexual function is becoming more and more mature, the correct moral concept and love concept have not yet formed. If their normal communication is inhibited and adversely affected, their mystery and curiosity about the opposite sex may lead to their deviant behavior and improper communication.

To sum up, the high school stage is connected with the late adolescence and middle adolescence, so there are some intersections between them in physical and mental development and social maturity.

High school students' interpersonal relationship mental health teaching plan II

In order to further publicize and popularize mental health knowledge, strengthen students' awareness of paying attention to mental health, improving psychological quality and developing psychological potential, and promote students' physical and mental health development, a one-semester mental health education activity was carried out.

I. Purpose of the event

Through organizing and designing a series of activities with rich content, diverse forms, strong participation and strong pertinence, we will vigorously publicize mental health knowledge, create a good atmosphere for paying attention to mental health, popularize the concept of building a harmonious society, a harmonious campus and a harmonious mind, build a platform for students to exercise their psychological quality and improve their psychological endurance, comprehensively strengthen mental health education, enhance their mental health awareness, improve their mental health level and promote their all-round development and progress.

Second, the theme of the event

Bath, heart, sunshine, healthy and happy growth.

Third, the activity time

The second semester running through the 20__ school year.

Four. Activity content

Activity 1: Launching Ceremony of Mental Health Activities (March)

1, announcing the start of mental health activities.

2. Speech by school leaders-the purpose, significance and basic requirements of mental health education activities.

3. Student representatives speak.

Activity 2: "Know how to express gratitude bravely" (April)

Taking "March 8" and "Mother's Day" as educational opportunities, around the theme of "Thanksgiving", in order to let students know how to be grateful and dare to express their gratitude, we collect outstanding works such as paintings, greeting cards and handwritten newspapers for all students.

_ to _ grade can be done in the way of "drawing a picture for my mother (making a greeting card)"; From grade _ to grade _, you can do handwritten newspapers on the theme of gratitude.

It is required to show the evaluation of the class first, and then send out 5 school evaluations in each class. (Evaluation time: before the tenth week)

Activity 3: Psychology Theme Blackboard Competition (May)

There is also a blackboard newspaper on the stairs of each class with the theme of "bathing the soul, nurturing the sunshine, growing up healthily and happily".

_ Year pays attention to students' learning, such as: how to develop good behavior and study habits, how to make children learn happily;

_ Year is about how to adjust mood, be happy every day, or know yourself and enhance self-confidence;

_ Year is about communication, interaction, harmony and good interpersonal relationships.

The school unified organization appraisal.

Activity 4: Show a movie about psychological education (on June 1st).

The unique charm of film art has been loved by the vast number of teenagers, which has played a subtle role in the psychological development of students. Use the time to celebrate June 1 ST to show psychological movies and guide students to study actively and healthily through entertaining.

The recommended movie catalogue is as follows:

1) Lack of learning motivation: Glacier, Loki, Lawrence of Arabia.

2) Lack of confidence: Muriel's wedding and heart rain dew.

3) Inferiority and loss: Forrest Gump, shaolin soccer and The Shawshank Redemption.

4) Communication barriers: Tell her, fallen angels, Rain Man.

5) Failure or despair: Great Expectations, Kung Fu Panda and Little Shoes.

6) Tired of life: natural lovers, ordinary women, psychological games.

7) Selfishness and indifference in interpersonal relationships: love before sunrise and in the afterglow of sunset, love, going home, walking to school.

8) Neuroticism: "Escape from danger" and "Children are not stupid"

Activity 5: Theme essay contest. (June)

Hold a psychological composition competition for students in grades _ to _.

Writing requirements: The article conforms to the theme of this psychological education activity "Sunshine Growth, Happy Life", and the stories, experiences, sentiments and thoughts involved must be true, with positive, healthy and progressive contents.

Stylistic form: the style is not limited, and it is required to be novel and lively, and to properly express the content of the article.

Text organization: clear theme, smooth expression, vivid narration and fresh writing.

Appraisal: The appraisal of the whole school will be handed in in two copies in each class, which will be completed before the eighteenth week.

Activity 6: psychological knowledge broadcasting station (once a month throughout the semester)

Campus radio stations launch special columns on mental health education (such as Voice of the Mind), and broadcast small knowledge, quizzes and songs about psychology at fixed time such as noon.

Incentive scheme:

Student: Certificates and prizes Class: Certificates and school accreditation.

Verb (abbreviation of verb) activity requirement

(a) attach great importance to and earnestly implement.

The whole school must attach great importance to the development of this activity and summarize and evaluate the participation and quality of each class in time.

(two) closely related to the theme, adjust and expand.

In order to improve the effect of the activity, we should avoid going through formalities. Schools can adjust and expand the "activity content" of the scheme design according to their own objective reality under the premise of closely following the theme.

(3) Always make unremitting efforts and pay attention to connotation.

Mental health education is a long-term systematic project. On the basis of regular promotion, schools should pay special attention to the summary and reflection of activities and strive to enhance the connotation of activities.

High school students' interpersonal relationship mental health teaching plan 3

In order to cultivate students' good psychological quality and promote students' physical and mental harmony and all-round development of quality, the relevant matters of organizing "5 25" mental health education month are arranged as follows:

I. Theme of the event

Help others help themselves and grow up happily.

Second, the activity time

May 9 -3 1

Third, organize and lead.

Consultant: Zuo Wenze

Team leader: Wang Shiguo

Deputy team leader:

Members:

Four. Activity content

(1) Launching Ceremony

1. Time and place: at noon on May 9, in front of the No.1 teaching building of the headquarters.

2. Organizer: School Mental Health Education Center

3. Activity content: read out the activity plan, students' proposals and leaders' speeches.

(2) Theme publicity

1. Activity time: May 10 in the afternoon.

2. Location: in front of the teaching building of Hexi Campus, Zhang Shulin.

3. Organizer: School Mental Health Education Center

4. Activity content: Carry out on-site publicity and consultation services on mental health knowledge.

(3) Special training

1. time and place: may evening 16- 19 group counseling room and computer room.

2. Organizer: School Mental Health Education Center

3. Activity content: the knowledge and skills training of crisis intervention for psychological cadres in the whole school.

(4) Special lectures

1. time and place: headquarters and Hexi campus, time to be determined.

2. Speakers: Liu Xiaoxia, Executive Vice President of Xiangtan Social Science Association, and Zhang Yangchuan, Deputy Director of Student Affairs Office of Xiangtan University.

3. Activity theme: psychological quality and growth, happy study and life.

(5) Soul music movies

1. Time and place: Headquarters and Hexi Campus on the evenings of May 13, 20th and 27th.

2. Organizers: Federation of School Psychological Committees and School Mental Health Association.

3. Activity content: Organize soul movie appreciation and have a prize quiz.

(6) Psychological self-help

1. Time and place: Camphor Tree Forest on campus every Tuesday during the activity.

2. Organizer: Federation of School Psychological Committees

3. Activity theme: May 10 I know my heart; May 17, eliminate my troubles and make a second appointment; On May 24th, the Psychological Candy Party came from here. May 3 1 Good mood.

(7) Smiling heart

1. Activity time: May 9 -3 1.

2. Organizer: School Mental Health Association

3. Activity content: To declare works by class, smiling photos with short essays are required, and there are 2 first prizes, 4 second prizes and 8 third prizes.

(8) Touch the heartstrings

1. Activity time: May 9 -3 1.

2. Organizers: Federation of School Psychological Committees and School Mental Health Association.

3. Activity content: It takes about 5 minutes for a class to declare works, including 2 first prizes, 4 second prizes and 8 third prizes.

(9) Group consultation

1, time and place: May 20 -27, decided by each class.

2. Organizer: School Mental Health Education Center

3. Activity content: Organize psychological committee training and conduct group counseling in different classes.

Verb (abbreviation of verb) related requirements

All classes should attach great importance to it, create an atmosphere and actively cooperate with the school's 5.25 series of mental health education activities; At the same time, according to the characteristics of students in this unit, we should carefully organize targeted mental health education activities and submit summary materials before May 3/KLOC-0.

High school students' interpersonal relationship mental health teaching plan 4

First, the curriculum design

Senior high school is a crucial period for students to form their outlook on life and values. Whether the transition is smooth or not will affect the development of life. Therefore, it is particularly important to carry out necessary mental health education in senior high school. Among them, one of the important contents of mental health education in senior high school is to guide students to correctly understand their interpersonal relationships, correctly treat their contacts with heterosexual partners, and establish positive emotional reactions and experiences for others. Desire and like to associate with students of the opposite sex, which is the inevitable development of adolescent students' sexual psychology. However, due to various factors, there are some unhealthy phenomena in students' heterosexual communication. For example, some students are too afraid, nervous or even afraid when communicating with the opposite sex because of the influence of the traditional thought of "men and women are not close", or the influence of bad experiences in their early lives, or the influence of introversion, timidity and unconfidence. Some students, influenced by western culture or modern social atmosphere, show that heterosexual communication is too casual and disproportionate, and it is easy to fall into puppy love. Both of these situations are not conducive to the healthy growth of students. Therefore, it is very important to guide students to realize the principle of adapting to heterosexual communication and learn to communicate with heterosexual students in the right way through the psychological education class of "How to communicate with the opposite sex".

Second, the teaching purpose

1. Enhance adolescent students' understanding of the physiological and psychological characteristics of the opposite sex, and realize that heterosexual communication is an indispensable part of daily life and a necessary stage in personal courses.

2. Cultivate and master some principles and methods of getting along with the opposite sex in activities, overcome the deviation of heterosexual communication, improve students' ability to deal with problems, and cultivate students' positive emotions and ability to deal with problems.

3. Guide students to experience their own troubles and puzzles in the process of psychological development, realize the preciousness of friendship through discussions and activities, cultivate students' positive emotions, and have friendly exchanges with students of the opposite sex.

Third, teaching methods.

1, tell and discuss

2, plot performance

Step 3 express your feelings

Fourth, teaching preparation.

1, collect convincing stories

2. Prepare several scenes of students of the opposite sex (both appropriate and inappropriate).

3. Prepare the short film "Lele's Heart"

4. Each student prepares a blank sheet of paper.

Five, the teaching object:

Senior one (9) students

Sixth, the teaching steps

(a) Story introduction: "The story of the green goose"

Boccaccio, a master of Italian literature, told a story in his book decameron: A father sent his son to a deep mountain to practice. When his son 18 years old, his father took him to Florence and met a group of beautiful girls head on. The son immediately asked, "What are these things?" Father quickly said, "bow your head and keep your eyes on the ground." Don't stare at them. " "But what are their names?" Son, in the end, my father quickly made up a lie: "They are called' green geese'." Strange to say, the young man has never seen the world in his life, let alone a woman. He seemed uninterested in everything in front of him, but to his father's surprise, he said, "Father, let me take a green goose home. I want to feed her. "

Teacher's guidance: This fable actually reveals a real problem. The power of human natural growth is far greater than the ability of education. Appreciating the opposite sex is human instinct, which is normal. If you feel this way about a classmate of the opposite sex, it's human nature. Don't feel embarrassed. Then, how should we communicate with students of the opposite sex in our daily study and life? Next, please act out the scenes that we often encounter in our lives, and let's evaluate them.

(2) sitcom performance

Scenario 1; After class, a male classmate asked his female classmate for advice, and the female classmate gave an explanation. Scenario 2; In order to discuss the arrangement of class activities, the monitor (male) invited the cultural and recreational committee member (female) to the lake for discussion. Scenario 3; The whole class engages in suburban activities together, but the two boys and girls are always alone. Scenario 4; A male classmate greeted a female classmate on the road and wanted to say something to her. The latter felt very nervous, blushed and didn't know what to do.

Ask two students to perform short plays one by one according to the plot, so that students can have a perceptual knowledge of normal or inappropriate heterosexual communication.

Students have targeted discussions, and teachers summarize and guide them. Questions generally include the following points:

A) What kind of attitude should I adopt when dealing with the opposite sex?

B) What is the appropriate communication method (such as time, place, occasion, etc.)? )?

C) How to distinguish friendship and love between the opposite sex?

D) How to grasp the bilateral relationship between friends of the opposite sex?

E) How to overcome the nervousness and shyness in heterosexual communication?

With references and suggestions:

A) It is normal for men and women to communicate with each other, which is the inevitable development of adolescent sexual psychology. There is no need to be nervous and afraid.

B) Treat students of the opposite sex naturally, treat students of the opposite sex like same-sex students, and establish heterosexual relationships like same-sex students.

C) When interacting with students of the opposite sex, we should respect, accept, understand and trust each other and treat each other sincerely.

D) The communication between men and women should be collective and open, and should be accepted by most people.

E) In heterosexual communication, we should leave room for our own words and deeds, grasp the degree of the relationship between the two sides and avoid going beyond the boundaries of normal heterosexual communication.

The teacher combined with the students' discussion to explain the important role of heterosexual classmates' communication. For example, the communication between male and female middle school students is conducive to enhancing their understanding of the opposite sex, enriching their emotional experience, expanding the scope of social communication, getting help from students of the opposite sex in their studies, enhancing their social communication ability with others, and promoting the all-round and healthy development of their personality. Encourage students to treat heterosexual communication with a correct and positive attitude.

(3) A small survey-"Do you agree that middle school students fall in love in the flower season and the rainy season?" Understand the advantages and disadvantages of middle school students' love through statements and discussions, and guide a correct understanding. )

Students take out a blank sheet of paper, write down their opinions and explain the reasons. Students can also refute other students' views when they speak.

Teacher's guidance: from the students' feelings, I found that the students are very conscious, which shows that everyone is still very sensitive to life and the opposite sex. Gong is right, and the old lady is right, but the ultimate goal is to let us correctly understand the "disadvantages" of middle school students' love, so that we will not get lost in puppy love, and we can also harvest precious heterosexual friendship in high school. Next, let's discuss the characteristics of puppy love in middle school, which may inspire students.

(4) Analyze the characteristics of middle school students' love.

1, unstable: adolescence is an important growth period of life, and it is also a period of rapid psychological and physical changes. With the growth of age and social experience, teenagers' ideals, interests, hobbies, personalities, etc. Great changes will take place, which will lead to changes in love. Example: Storytelling-Father's Instructions

2. Blindness: Students, think carefully about why we fell in love so early. Some people say it is to escape loneliness and find someone to accompany us. Some people say it is to find a different feeling and life. Some people say that they just like being with her (him). In fact, most students have girlfriends or boyfriends around them. If they don't talk, children. Therefore, love with this idea is blind love, and it is not worth it for the sake of so-called face. Example: stick to the line of defense!

3. Externality: Middle school students' love is not true love. They pay more attention to each other's appearance, rather than whether the other person is good to themselves. When one day, the circle of communication is wider, if you know better people, will you still stick to your promise? Therefore, middle school love is often a fruitless flower. For example: pursuing the truth, goodness and beauty of love.

(5) Scenario simulation: What would you do if it were you? Please watch the short film Lele's Heart and ask the students: Do you think Lele should send this letter? Why? What will happen to boys and girls if this letter is sent out?

The teacher concluded that it is a special and quite normal and healthy psychological experience for boys and girls to have hazy feelings for the opposite sex after entering adolescence. The protagonist in the play doesn't have to blame himself for this. However, if Mo You sends this letter and makes himself fall in love on impulse, he may neglect his studies and delay his youth. Therefore, adolescent boys and girls should master certain methods and principles in their communication.

(6) Summarize the principles of middle school students' heterosexual communication.

First of all, we must overcome shyness. When communicating with the opposite sex, feelings should be natural, manners should be generous and normal. So as not to let normal heterosexual communication go astray.

Second, be honest. In the process of communication, we should be frank and selfless and treat each other with sincerity, which is the premise and foundation for establishing and developing good relations. Don't use "friendship" or "friendship" as an excuse to bluff the opposite sex.

Again, leave room. Although we have made intimate friends, we should leave room for what we say and do, and we should not be reckless. For example, when talking about some sensitive topics between the sexes, try to avoid them. Physical contact in communication should be measured, not too frivolous or too formal. In the long-term communication with a certain opposite sex, we should pay attention to the relationship between the two sides, and don't go "too deep" or "too far" to avoid exceeding the boundaries of normal communication. In addition, both men and women should avoid pestering those bad emotions and behaviors in conversation; Avoid too much solitude in group activities; Don't make too many restrictions on the range of friends. Communicating with students of the same sex and opposite sex can also avoid the inadaptability and unnatural psychology when the opposite sex gets along alone.

(7) Go into your heart-enhance your gender charm.

Teacher: Students, we know how to communicate with the opposite sex, and at the same time, we should spend our good time on enhancing our gender charm. We must make efforts in many aspects to make ourselves a popular, educated and attractive person. Please take out a blank sheet of paper and write down your views on the following topics to think about ending today's study. Girls do the questions: (write more than three points for each question)

I admire the characteristics of boys are:

The characteristics of boys I hate are:

I think the characteristics of girls that boys appreciate are:

I think the characteristics of girls that boys hate are:

The characteristics of the girls I admire are:

The characteristics of girls I hate are:

I think the characteristics of boys that girls appreciate are:

I think the characteristics of boys who hate boys are:

Seven. Supplementary activities

Use spare time to organize various group activities, such as tug-of-war, men's and women's doubles, chorus competitions and visits. Create opportunities for normal communication between boys and girls and encourage more shy students to actively participate.

Eight, course teaching suggestions

Due to the influence of traditional cultural concepts, both parents and teachers are opposed to students' heterosexual communication, or are bound by various legitimate reasons or explicitly opposed. Girls, in particular, will be very nervous when they find that they associate with students of the opposite sex, and even repeatedly tell her to be wary of men. This negative opposition is not conducive to the healthy growth of adolescent students. Therefore, teachers should have a correct understanding of students' heterosexual communication in psychological education classes, so as to gain students' trust and recognition. Secondly, when organizing teaching, we should pay attention to positive guidance. On the basis of encouraging heterosexual communication, students can realize the bad consequences of improper heterosexual communication through some examples, so as to cultivate students' correct awareness of heterosexual communication and appropriate communication methods.

High school students' interpersonal relationship mental health teaching plan 5

Purpose of consultation

1. Understand the influence of learning attitude on learning.

2. Know your learning attitude.

3. Cultivate a correct learning attitude.

Preparation before consultation

1. Prepare for the situation that three different learning attitudes have different effects on learning.

2. Prepare a self-examination form of learning attitude, one for each person.

Location:

Multifunctional classroom

Tutoring steps:

Warm up:

Students, what are your hobbies? (Students speak freely)

Let's sing a song together. Play the music "Song of Learning" and the whole class will sing it together.

Two. Activities:

The children in the song are not late for school every day, love learning and have a good learning attitude. Now let's look at the children below. What kind of learning attitude do they have?

1, Xiao Ming came home from school, left his schoolbag and went to play football; After watching TV after dinner, mother said, "Xiaojie, don't you do your homework?" Xiaojie said, "I'll do it later." He went on watching TV. He didn't sit at his desk and do his homework until his favorite TV program ended, but he didn't write for a long time. He stopped writing when he met a problem that he couldn't do.

Is Xiaojie's learning attitude correct in the sketch? Why? Then what should I do? What do you want to say to him?

2. In the mid-term exam, Xiao Qiang got only 65 points in Chinese and Mathematics. Mom and Dad said to him, "Xiao Qiang, your grades are so low, you have to work hard in the second half of the semester." He replied, "I passed the exam, that's all." Why bother? "

Is Xiao Qiang's learning attitude correct? Why? Who is willing to help him?

On Friday afternoon, Xiaowen came home from school, said hello to his parents, and consciously took out his homework and did it seriously. Mother said, "Xiaowen, tomorrow is Saturday, and I'm off tonight. Write it tomorrow. " Xiaowen said, "I will attend the rehearsal of the school choir tomorrow and finish my homework tonight." Xiaowen didn't finish his homework until ten o'clock.

What's Xiaowen's attitude towards learning? What do you want to say to her?

The students gave them a lot of ideas, and I believe that the students just now will do well in their future studies. The evaluation of learning attitude can be considered from the following four aspects: (slide)

(1) Do you have a strong thirst for knowledge and a desire to study hard?

(2) Is there a positive and enterprising spirit?

(3) Do you study hard?

(4) Do you consciously and independently complete the learning tasks of all subjects?

The more you answer "yes" to the above questions, the more correct your learning attitude is, otherwise it will be counterproductive. ?

Three reflections:

In order to let students know their learning attitude better and help them know themselves, the teacher has a "self-examination table of learning attitude" here. According to the questions on the form and their learning attitude, each student chooses (a) to get a small card, (b) to get two small cards and (c) to get three small cards. (self-examination by classmates)

Teacher: If the number of small cards is less than 15, it means that your learning attitude is correct; If the number of small cards is between 15~25, it means that your learning attitude is average and needs to be further improved; If the number of small cards is between 25 and 30, it means that your learning attitude is not correct enough, and you should formulate countermeasures to catch up.