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几天前,一个朋友给我来电话诉说她儿子学二胡的辛酸和苦恼。请求我这个教育心理学硕士帮忙出个主意,想个办法,平缓一下内心的烦躁。面对朋友的挚诚,本着对专业、对家长负责的态度,我捧出了一颗爱孩子的心,使出了浑身的解数,从心理学的理论到实践,从这一时期孩子的心理特点到行为表现,从智力因素谈到了非智力因素,从遗传决定论到环境决定论,我侃侃而谈,她频频应是,最终使他下定决心放弃了逼孩子继续学下去的念头。
A few days ago, a friend called me and told me how her son learned erhu and distress. Ask me, Master of Education Psychology, to come up with ideas and find a way to calm down the inner irritability. In the face of friend’s sincerity, in a professional, responsible attitude to parents, I took out a love of the child’s heart, resorted to all sorts of solutions, from the theory of psychology to practice, from this period children’s Psychological characteristics to behavior, from non-intellectual aspects of intelligence factors, from the genetic determinism to environmental determinism, I talked about, she should be frequently, eventually making him determined to give up the idea of forcing children to continue learning.