How to cultivate children's self-awareness, self-motivation, guidance and cooperation abilities?

Meibo education experts will answer for you:

The goal of cultivating students’ psychological life abilities is to cultivate students’ “self-perception, self-confidence, self-esteem, and self-direction in psychological life. Ability, self-motivation ability, self-reflection ability, self-evaluation ability, and self-adjustment ability.” We believe that in class construction, one of the keys to cultivating students' "eight self-abilities" is to cultivate students' self-management abilities, so that students can promote the improvement of self-awareness, form democratic and harmonious interpersonal relationships, and realize themselves through active self-management activities. Develop together with class members.

1. Independently establish the goals of a healthy class

To cultivate students' ability to independently manage the class, students must first clarify the management goals of the class. The management goals of the class include the interpersonal goals of the class, the image goals of the class, the activity goals of the class, the learning goals of the class, etc. So how can these goals serve as motivation for students’ self-development?

Psychology believes that only when people are the main body can they develop actively and healthily. In class life, only when students truly enjoy the rights of democracy, equality, and freedom in the collective can we arouse students' sense of responsibility and mission to participate in democratic management. Therefore, our school strives to try a method in which class goals are independently generated by students. First, collect various goals from students under the title "How to establish a class image". Everyone can make suggestions for the class. You can write one or two words, or it can be a complete goal. Then organize group discussions to form a common sense within the group. Finally, hold a theme class to allow each group to speak extensively to achieve common sense and form various goals that are unique to this class. Within this framework, students themselves determine individual and group goals (these goals can be staged). Using the class meeting time, the teacher, on the premise of stimulating students' motivation, organizes the students of the group to focus on the students' thoughts, discipline, behavior, learning attitude, habits, communication, emotions, concern for the collective and others, and Develop one or several goals in terms of labor, class affairs management, etc. After the groups set their goals, they communicated with the whole class. The teacher organized and guided the students to evaluate the goals set by each group on "whether the goals are realistic, targeted, and achievable within the stage." team to make changes. Then, each group sets group goals and individual goals.

When students set their own goals, differences in goals are allowed between groups and there is no one-size-fits-all approach. When there are inconsistencies in the evaluation standards for similar goals between groups, the teacher will organize a discussion with the whole class to reach an agreement. When students' goals cannot be completed within a stage, students are allowed to continue their goals. When students set goals and evaluate, teachers participate in group discussions, provide guidance on students' goal setting and evaluation, and put forward rational suggestions that students are willing to accept. Each class should guide students to establish targeted goals according to their grade level characteristics and the actual conditions of the class. In order to achieve this, teachers should guide students to clarify the requirements that students in this class should meet in various aspects. These goals come from the students themselves. They are representative and universal, so students will definitely work hard to achieve these goals.

2. Develop class rules and disciplines independently.

Students have their own personal goals, and with the overall goals of the class, they have a clear direction of development. The next step is how to achieve these goals. To solve this problem, we have adopted the method of students independently formulating the class system. Every school has its own school rules and disciplines, so how to transform these regulations into a system that students can easily accept and be willing to implement? We first organize students to discuss what kind of class system needs to be established? Why was it formulated? During student discussions, students are allowed to have different opinions. When disagreements arise, teachers must properly resolve them through democratic consultation, but students are allowed to retain their opinions. Secondly, let students determine the class rules and disciplines of their class based on the "Code", "Norms" and other rules and regulations.

It can take the form of personal suggestions, group reviews, whole-class communication, etc. The class system formulated through students' independent participation fully reflects the democracy of class management, respects the personality of students, and embodies people-oriented. While formulating various systems, students not only understand the contents of the "Code" and "Norms", but also implement them These rigid rules and regulations are transformed into the driving force for its own development.

3. Manage the class independently to promote self-development.

Students have established the goals and systems of the class through independent methods, and have their own small goals. How will these goals be transformed into their own actions?

1. Improve the mechanism to find yourself.

A class full of creativity must not only have a high-level and responsible class teacher, but also a group of class cadres with high quality, strong ability, many ideas, and good prestige, so that Small cadres drive large collectives. Change the original autocratic management into a democratic and self-management mechanism. On the basis of the original class management team, the number of class committees, squadron committees, group leaders and supervisors has been increased, the "lifelong system" of class cadres has been abolished, and the "shift system of duty squad leaders" and "rotation system of supervisory posts" have been adopted. At the same time, a blackboard newspaper team, a small reporter reporting team, and a morning meeting host were established. These positions were recruited through the recruitment of "volunteers." The determination of these positions provided every student with the opportunity to participate in class management, forming a "everyone has something to do" The class atmosphere of "Everything is done, someone does it" enables each student to find his or her own position and assume different roles, so that students can find themselves in participating in group activities and stimulate students' initiative and creativity in managing the class.

2. Reflect yourself through colorful activities.

Carrying out various colorful activities can provide targeted mental health education to students and at the same time exercise students' independent management abilities. Theme class meetings, theme debates, lectures, and story meetings can be held regularly in conjunction with major festivals to cultivate students' sense of self-confidence, pride, and self-understanding. We can also organize sports activities, interest group activities, spring outings, etc. to exercise students' will, cultivate good qualities, cultivate sentiments, and increase knowledge. When carrying out these activities, teachers must dare to let go and give students the opportunity to exercise, especially in senior grades, allowing students to find their own materials, determine their own themes, and organize their own activities. Teachers should become collaborators and participants in activities, and be leaders for students when they encounter problems. In order to cooperate with the class to carry out effective educational activities, the school successfully organized activities such as Li Dazhao's hometown trip, Yang Yikou trip, Panjiayu trip, Jixian Panshan trip, etc., which greatly enriched students' emotions, broadened their horizons, and tempered their will. Quality, cultivating students' positive self-emotional experience and self-control abilities.

3. Build a platform to show yourself.

Every student has a psychological need to show themselves, so teachers can grasp this psychology of students, build a platform for students, and create opportunities for students to show themselves. A self-display platform is set up based on the actual situation of the class. Students place the results of their "labor" on the display stand, which can be excellent homework, excellent works, handwritten newspapers, science fiction works, handmade products, handmade embroidery, etc. Through the display of these works, students found themselves, developed themselves, showed everyone what they thought was the best, learned from each other, and learned from each other's strengths, thus experiencing success and happiness.

4. The growth bag records yourself.

Each class creates a personal growth bag for students, and puts every bit of their growth into the bag. Students regard it as a close friend and the most beloved treasure. Everyone can put excellent homework, award certificates, excellent articles, students' personal evaluation materials, group evaluation materials, etc. into the bag. The bag gradually becomes fuller and becomes a sign of student progress. Students experience the joy of success.

5. Diverse evaluations motivate yourself.

In the process of students realizing self-management of classes, in order to encourage students to complete various class goals and personal goals, continue to self-motivate, generate a positive self-successful experience, and form a healthy and good learning mentality, we pay attention to Guide students to conduct self-reflection. In specific reflection, cultivate students' self-reflection ability, self-motivation, and achieve self-improvement. At the same time, an evaluation mechanism should be established to open up the evaluation process and achieve diversification of evaluation subjects.

We encourage students, classmates, parents, teachers, etc. to participate in evaluation, turning evaluation into an activity involving multiple subjects, allowing students to become the masters of evaluation. The evaluation of individual goals and group goals can be carried out in stages or at the end of the semester. However, we advocate formative evaluation, which focuses on the process. Evaluation is not the purpose. The purpose is to guide students to improve themselves and develop themselves. In the process of evaluating students, teachers must be objective, fair, just, inspiring and motivating, so that students can continue to progress and develop in the evaluation, and guide students to experience the joy of success. In evaluation, in order to avoid a dogmatic understanding of the diversity of evaluation subjects, we emphasize that not all evaluations require the participation of multiple parties, but should focus on, for example, target evaluation of knowledge, which is mainly completed by teachers and students. Objectives in discipline, behavior, learning attitude, habits, communication, emotions, concern for the collective and others, and labor are jointly accomplished by the individual, classmates, parents, and teachers.

Everything is constantly developing and improving. The goals set by students must also be continuously improved and developed. During the implementation process, problems discovered must be corrected in a timely manner. The correction process is also a process of improvement.