1. Limitations of self-concept. Self-concept means that everyone has a "self" in his heart. This "self" is that we gradually understand the meaning of "I" after we are 3 years old. Who's "I"? What kind of person I am, like a blank sheet of paper, is gradually written down. The key question is: if you start learning in a happy situation when you are a child, for example, you can receive knowledge with your teacher through happy games in kindergarten, and your parents will gradually teach you about the world in a harmonious family life. Then what you feel happy about studying forms a concept in your mind: learning is happy. If the self-concept in your brain is negative once it is formed in the initial process of learning, this negative self will control the energy output of your brain and prevent your potential from playing normally. It is possible that a person can't learn well 60% because of this relationship. For example, a baby elephant was born with one foot chained. Later, it grew up and was burned to death in a fire. The reason is that it died from the bondage of its self-concept, because it thinks that this chain can't be dragged. In fact, an adult elephant can earn several times the strength to drag the same chain. The situation of children is the same as that of elephants. The self-concept in children's minds is very important, but smart children rarely have negative thoughts. Smart kid. 2. Improper learning methods. Excellent children must have good learning methods, instead of spending a lot of time doing inefficient learning to get good grades. Smart children get twice the result with half the effort. It will inevitably lead to retrogression in learning. 3. The basic knowledge is not solid. If the basic knowledge is not solid, you will accumulate more and more problems, so four. If you are not interested in learning, you can't enter the state. In the early days of children's memory, learning is associated with happiness. At this time, children are willing to learn. If learning is associated with the pain of childhood, they are unwilling to study. Whether you are interested in learning or not depends on the encouragement and praise from your parents in your childhood, so that the more you learn, the more confident you will be. If your children enter such a benign upward channel, they will be full of confidence in learning, otherwise they will become less interested and less confident. 5. Lack of motivation. Children will encounter difficulties anytime and anywhere in the process of learning. As a parent, you should always be ready to accept your encouragement. You should pull children out of the mire when they are depressed, so don't be stingy with your encouragement. You should always tell him: you can do it, you can do it! . 6. The difficulty of emotional problems. If the child is depressed, stressed and loses confidence in his studies, you should care about him and encourage him to get out of depression. 7. If you don't work hard enough, you must achieve sufficient strength. The fundamental reason for students' poor study is impetuousness. There are five manifestations of impetuousness: (1) I understand it as soon as I listen to it in class, but I don't really understand it; (2) There was no real meeting at the reading meeting; (3) do the topic with it, and do it without seeing the conditions clearly; (4) hand in the questions after you finish them, and hand them in if you don't check them well; (5) I found that the topic was wrong and thought that carelessness would not be corrected. With the above five impetuous habits, your academic performance will not be ideal. Because of the above impetuous habits, it will lead to three kinds of harm: if you learn, you will not learn; Can't pass the exam; You can't change it if you are wrong. The specific analysis is as follows: 1. There are two specific manifestations of learning: (1) You will understand it as soon as you listen to it in class. In fact, many students who don't understand it very well have ignored this problem. They never consider whether they really understand it. When the teacher asks, "Do you understand?" They will go with the flow and shout "got it" with one voice. Therefore, when consulting them, I always joked that they all grew up in lies. When you think you understand, the learning process stops. Learning begins with realizing that you don't understand, or admitting that you don't understand, until learners think they understand. Once you think you understand, whether you really understand it or not, the learning process comes to an abrupt end. If you don't understand, you will think that you understand, which will lead to learning halfway. Many students don't admit this problem. They think they understand it in class. As for not doing it later, it was because it was a long time, or it was forgotten. In order to let my classmates and parents know this problem clearly, I specially designed a small game. Most of the students who came to consult us have played this little game with me, which is very simple. But this game seems simple, in fact, it is difficult to make it at once. I do it first, and then I ask the students, "Will it?" More than 80% of the students said "yes" without hesitation, but when I asked him to repeat it, he couldn't do it at all. About 10% students will say something ambiguous, such as "almost, it seems that they will". I will explain to them that "almost" means "much worse"! "I think so" means "definitely not"! Such judgments are often tried and tested! When they are asked to do experiments, they often can't. There are still a few students, about 5%, who will admit that they can't. Obviously, these students are much more careful. After two or three demonstrations, they dared to experiment by themselves. But the first time will often end in failure. In other words, basically all students have the problem of thinking that they have studied and refusing to continue their in-depth study without studying, and there is an impetuous problem. The process of never attending the meeting is a long process. If we learn to climb the tenth floor, as long as we don't reach the tenth floor, it is a failure to stop at every floor! So there is a saying: the road to success is full of losers. Some of them are far from success, some are close, and some are even one step away. But they stopped. Learning stops. When you don't fully learn it, learning stops. At this time, the forgetting factor will soon play a leading role. In this way, I thought I had learned something, but I didn't master it at all, so I naturally failed the exam. In addition, some students' bad habits in class will directly affect their listening effect. (2) When reading a book at first sight, there is no real meeting. When reading a book, many students often skim the water, even if they read a few pages, they can't read deeply. For students, deep reading has two aspects: the purpose of reading before class is to find problems: what should I learn next? Learning focuses on discovery, exploration, innovation and application. Before previewing, we should first think about what we have learned and what to learn next. Make your own predictions. Why do you want to talk about these contents? What are the emphases and difficulties of knowledge? An important task of preview is to understand the key points and difficulties of new knowledge and prepare for better study in class. It doesn't matter if you don't know the key knowledge clearly or are not sure when you preview. For the more difficult problems in preview, we should make preparations in two aspects. The first is to find out what is the reason for the difficulty. Is it a problem of the original knowledge base or a problem of understanding? If it is a basic problem, we should make it up consciously to see if it can be solved; If you understand the problem, you can write it down, listen carefully in class and actively think about solving it. Read books after class, go deep into the problems you have mastered, and then find problems; Is the whole content system learned recently clear? What knowledge points are involved in this lesson? This part of knowledge has been learned here. What should I learn next? Can I create what I want to learn by myself? 2. Failing the exam means that when a learner thinks he or she can study, he or she will not do the questions that he or she thinks he or she can't get full marks. There are two specific manifestations: first, I think I will, but I really don't know. Second, I really did it, but I was too impetuous to get points. (3) When the topic is used, do it without looking at the conditions. Students often see that the topic is not carefully examined, but they are eager to start work. Therefore, it often appears that the topic is unclear and the conditions are not seen, so we start to do it. In this case, the possibility of doing it right is very small. The topic was wrong, and I suddenly realized that I didn't see one condition clearly! When doing a problem, it is a good habit to write what is known clearly, verify or solve it, and then do the problem. Those who fail will think that I will succeed next time, and those who succeed will think that I will be more successful next time. But when will the next time start? Actually, the next time is from now on. (4) hand in the questions when they are finished, and hand them in if they are not checked. Many students always hand in their questions in a hurry, and he can't check them at all. Some obvious problems should have been obvious at a glance, but he couldn't see them when he stared at them for a long time. I hum hard.