Dongfeng county er Longshan Xiang center school

I. Proposition of this question: 1. The decision of the central government on the reform of the education system pointed out that "the fundamental purpose of education reform is to improve the quality of the nation, produce more talents and produce good talents." The Outline of Education Reform and Development in China puts forward: "Primary and secondary schools should shift from' exam-oriented education' to the track of comprehensively improving national quality, face all students, comprehensively improve students' ideological and moral, cultural science, labor skills and physical and mental quality, promote students' lively development and run their own characteristics." Therefore, the society pays special attention to the growth and development of these students. 2, the needs of the school Our school's teaching performance has been in the bottom of the county. In recent years, the number of floating families has increased, the number of left-behind children has increased, and the number of outstanding students in schools has increased, making the number of students in schools weaker and weaker. In such a big environment, this situation will inevitably affect the school's examination results, the quality evaluation of the school by the higher authorities, and the image of the school in the eyes of society and parents, thus restricting the further development of the school in the future. 3. Teachers and students demand There are a large number of young teachers in our school, who are self-motivated, willing to learn and not afraid of hardship. However, due to the lack of effective management experience and methods, they are often at a loss when dealing with problem students, and they are often single and rude when dealing with emergencies. This not only dampened students' enthusiasm, but also hindered their own study and healthy growth of body and mind. At the same time, it also disturbs the normal teaching order, corrupts the class spirit and reduces the quality of school education and teaching. We hope that through the case study on the psychological and behavioral transformation of underachievers, we can find effective methods, means and strategies to transform underachievers, guide everyone to get rid of the problem students' thoughts that cannot be transferred, build up confidence, work actively, and promote the education and teaching work in by going up one flight of stairs. Second, the theoretical value and practical significance of the research (I) Theoretical value "Underachievers in primary schools" is an objective phenomenon in classroom teaching. The emotions, minds and behaviors of these children are often obviously different from those of normal teenagers, and even become different. Therefore, in the process of education, it is easy to be ignored and discriminated against. For "underachievers in primary schools", teachers often spend a lot of effort on education and teaching, but the results are often not great. This is the right medicine, so the research of this topic has important practical significance. (II) Practical Significance In recent years, the number of mobile families has increased, the number of left-behind children has increased, and the number of outstanding students in schools has increased. Underachievers have become a headache for the whole society, especially parents and teachers. Third, research objectives and research contents Research objectives: Through this study, underachievers can learn to understand themselves, learn to overcome their troubles, gradually learn to adjust and control their emotions, restrain their impulsive behavior, objectively evaluate themselves, and actively cooperate with their classmate Zhao Jie.

Communicate with teachers to achieve the goal of moral compliance with social norms. Cultivate their tolerance for setbacks, cultivate their optimistic psychological quality, and be able to communicate with people and face life with a positive and optimistic attitude. In addition, we should help them adapt to the learning environment and learning requirements, establish correct learning concepts, develop their potential, improve their learning methods and develop their learning ability, and finally become people with academic progress and sound personality development. Research contents: the manifestations, causes and analysis of psychological problems of "underachievers"; Psychological counseling practice for "underachievers"; Prevention, correction, appreciation and encouragement; Effective interaction among schools, families and society. Fourth, research methods and approaches of method and innovation Point (1): 1. Literature research method: refer to relevant literature to understand the research status. Learn from the theories of mental health education at home and abroad and the preventive measures of psychological problems. 2. Natural experiment method and action research method: under the natural conditions of students' daily study and life, we create and control certain conditions purposefully and in a planned way, and combine family and community education to study students' mental health education and psychological problems. This paper analyzes the causes, characteristics and laws of the psychological problems of "underachievers" and cultivates the healthy psychology of "underachievers". That is, in the research, the members of the research group study the problems in teaching practice in a planned and step-by-step manner and take actions to solve practical problems. 3. Case method: The student psychological counseling room is responsible for establishing students' personal psychological files, and exploring the monitoring and preventive measures of psychological problems through case analysis and follow-up research. 4. Questionnaire: Investigate students' study habits, interests and needs. 5. Interview: through the dialogue between teachers and students and the observation of the typical behavior of "underachievers"; Rational identification and transformation of "underachievers"; Adjust strategies and encourage progress. 6. Experience summary method: through analysis, collation and scientific analysis, summarize the experience formed in discipline practice and make it rise to the height of theoretical understanding. The new educational means and rich experience created by teachers in the work practice of project experiments are an important part of the project research results, which are summarized by the experimental teachers in stages. (2) Innovation: 1. Through research, we can change teachers' educational concept, improve teachers' professional level, optimize teachers' educational methods, harmonize the relationship between teachers and students, and let teachers learn to truly enter students' hearts. 2. The purpose of this topic is to study and analyze the psychological causes of junior middle school underachievers, construct an effective educational mechanism of interaction among schools, families and society, and realize the mental health of underachievers. 3, fully embodies the "student-centered", which is conducive to creating a harmonious classroom and a harmonious campus with a harmonious relationship between teachers and students, which is consistent with the harmonious society advocated by the state. 4. Explore effective ways and countermeasures to prevent and correct "underachievers" mental illness, and cultivate students' positive learning mentality and attitude towards life. Fifthly, the theory supports that non-intelligence factors can be divided into broad sense and narrow sense relative to intelligence factors. Broadly speaking, it refers to all psychological factors except intellectual factors.

Environmental factors, physiological factors and moral quality. In a narrow sense, it can be summarized as five basic factors: motivation, interest, emotion, will and character. Non-intelligence factors do not directly participate in the cognitive process, and do not directly undertake the reception, processing and processing of information inside and outside the body. However, non-intelligence factors play a restrictive role in the cognitive process and have many functions such as encouraging, guiding, guiding, maintaining, adjusting and strengthening the growth of innovative talents. The transformation of underachievers is inseparable from the role of non-intellectual factors. Only with the participation of good non-intellectual psychological quality can the transformation of underachievers achieve the best results. Therefore, when we talk about the transformation of underachievers, it is obviously not enough to focus only on developing intelligence, but should focus on the field of non-intellectual psychological factors that have not been fully developed but have great potential. Sixth, the process and steps of research. The first stage: extensive publicity, thorough investigation of students and determination of the list of underachievers. After the list is confirmed, these underachievers are observed and interviewed, and their psychological performance is analyzed and compared, so as to find out their psychological deviation. The second stage: start the research work in an all-round way, study the psychological causes and transformation methods of underachievers in middle and senior grades in school, come up with specific transformation measures for individual cases, carry out transformation, run psychological quality education through various disciplines and activities, and vigorously create a good atmosphere for psychological quality education. Seven. There are various reasons for the formation of underachievers. More important are: 1, students' own factors (1) and intelligence factors: some people define intelligence as "learning ability". It is generally believed that people with high intelligence have great learning possibility or learning potential, and their intelligence and academic ability are often the same. Therefore, some cases of "underachievers" are related to mental retardation. (2) Non-intelligence factors such as students' poor study habits, weak will, poor self-control, low interest in learning, distraction, poor psychological quality and emotional instability. All belong to the category of non-intellectual factors. The spirit of suffering. 2. Family factors: More and more people of insight in society have regarded family factors as an important factor in the formation of underachievers. So, what factors lead to the generation of underachievers in students' families? (1) Some parents indulge their children too much and are indifferent to their children's studies, regardless of whether they ask or not, thus developing their selfish and arbitrary character. Once their ideas are not realized, they will be willful and disorderly, leading to a decline in academic performance. (2) Some parents put too high and unrealistic demands on their children. When their children failed to achieve their goals in the exam, they severely reprimanded them, which made them tired of learning. (3) The family cultural environment is not good, parents are not interested in life, and they enjoy themselves. All these parents' actions will have a negative impact on their children's growth. (4) Some families are not harmonious, or even their parents are divorced, which will make children feel less warm at home, which will do great psychological harm to children and make them lose the courage and confidence to learn and pursue progress. (5) Parents working outside the home and children living with grandparents are common left-behind students in rural areas. 15, 16-year-old children are semi-independent psychologically, but they are totally dependent on their parents in life. Their self-control is very unstable, and it is very difficult for them to leave the constraints of their parents, coupled with the doting and connivance of their grandparents.

There are too many temptations. As long as there are bad elements to encourage them, it is hard for them not to learn bad! 3. School factors: (1) Teachers lack reasonable guidance to underachievers in learning methods and psychology. (2) Some math teachers' teaching methods are monotonous, which affects students' interest in learning and makes them feel bored and uninterested in learning. (3) Improper teaching methods of individual teachers make students have rebellious psychology. In short, they lack independence, self-confidence and goals. Over time, they hate it first and then give up. In order to cope with the exam, they have to bear a heavy burden, bite the bullet and study, or simply give up, give up. Therefore, it is of great significance to attach importance to the transformation of underachievers to improve junior high school teaching in a large area. Eight, mastered some methods of transforming underachievers (1) to help build confidence, induce and strengthen learning motivation. (2) Establish a cognitive structure suitable for students' personality characteristics and actual situation, and constantly strengthen it. . (3) strengthen memory training, in an orderly way, training in place, review and consolidate in time. (4) Be familiar with and use all memory methods, and choose a learning method suitable for students' personality and individuality. (5) Master the process of getting mathematical conclusions, understand the meaning of the knowledge learned and try to apply it. (6) Teachers should be humorous and vivid in their lectures, and create situations when talking about concepts; Abstract thrust should have a process, generalization should be accurate and appropriate, thinking problems should be taught to analyze and express results, synthesis should be taught, and comprehensive memory training should be done. Nine, the research results 1, underachievers can correctly understand and evaluate themselves, gradually develop good study and behavior habits, and improve their performance in cultural classes to a greater or lesser extent. 2. In terms of teachers, it has improved teachers' quality and research ability, promoted the change of teachers' educational concept, and made them pour the same love into "underachievers" and even give more humanistic care. Promote teachers to strengthen the study of psychology and pedagogy and improve their working ability. 3. The school's concept of running a school has also been improved, forming a good social effect and making positive contributions to "running a satisfactory education for the people". X. Problems to be further solved After two years of hard work, we have made some achievements and accumulated some experience in turning the crisis into safety. However, the research on the psychological motivation of underachievers is an eternal theme and a difficult research topic. Due to the limited level of experimenters, our research on some problems is still superficial. Lack of systematic, in-depth and scientific analysis and research. In addition, due to the short research period, some achievements have been proved by practice; However, most of them are in the exploration stage, and even some of them need to be studied and demonstrated in a wider scope to achieve anti-reflection. We firmly believe that in the future practice, we will constantly improve and do a good job in the research of underachievers.

References:

1, Liu. Cause analysis of learning difficulties and research on intervention strategies of educational psychology [J]. Science Education, 2006. 1 2, Li Shaolan. Cause analysis and transformation strategies of students with learning difficulties [J]. Cultural and educational materials, 2007.4 (2) 3. Liu Wanling. A summary of studies on learning difficulties.