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近几年,在转化后进生方面,我们已经积累了许多宝贵的经验.然而,也有的教师虽然做了许多工作,甚至煞费苦心,但效果甚微。原因何在呢?笔者发现,在对待后进生方面,一些教师不同程度地存在着某种心理障碍,既给教育后进生增添了主观上的困难,也会使后进生产生逆反心理而增加工作难度。本文拟就某些教师存在的心理障碍和如何克服做初步探讨。一、定型心理。有的教师认为,后进生是“出窑的砖——定型了”,是“朽木不可雕。”有的教师在做后进生的转化工作中,总企图通过几次谈心、家访、教育活动就立竿见影,后进生一旦出现反复,就指责讽刺,甚至轻易做出“不可救药”的结论。当班里出现了事故,立即就认为是后进生所为,班里出现了好事,却想不到他们。这种看人处
In recent years, we have accumulated a lot of valuable experience in the post-transition education. However, while some teachers have done a lot of work and even took pains, they have had little effect. What is the reason? The author finds that some teachers have certain psychological obstacles in dealing with backward students, which not only adds subjective difficulties to the backwardness of education, but also makes the backward students have a rebellious mentality and increases the difficulty of work. This article intends to make a preliminary discussion on the psychological barriers of certain teachers and how to overcome them. First, stereotyped psychology. Some teachers believe that the backward students are “the bricks that are out of the kiln—the stereotyped ones” and that “the dead woods cannot be carved.” Some teachers are trying to pass through several conversion activities, such as talking about the heart, home visits, and education activities. Immediately afterwards, if there are repeated occurrences of backward students, they accuse them of satire and even easily make “insurmountable” conclusions. When there was an accident in the class, they immediately thought that it was an inferior student. There was a good thing in the class but they couldn’t think of it. This kind of look