浅谈如何培养学生学习的主观能动性.doc

浅谈如何培养学生学习的主观能动性 ——以地理教学为例 肖虹 西南大学地理科学学院，重庆400715 摘要：天赋、环境、教师等客观因素会影响地理教学的效果；然而,性格、动机、态度等主观因素亦然本文以情感因素理论及相关研究成果为依据,分析了主观能动性首先要利用学生本身固有的能动性，如好奇心，学生对成功、成就感、自尊的愿望，贪玩、好动的习惯；以使自己的教学过程变得更具吸引力，更能引起学生学习的兴趣和求知的欲望促进学习的能动性。How to Develop Students’ learning initiative ---- Example of geographical teaching XIAOHONG School of Geographical Science, Southwest University, Chongqing 400715,China Abstract: Talent, environment, teachers and other objective factors that may affect the effect of geography teaching; However, personality, motivation, attitude and other subjective factors are no different. This article analysis the subjective initiative in the importance and necessity of geography education that was based on emotional factor theory and associated research , and also research the problem that is causing in the process of educating students’ subjective initiative. According to the problem, we propose four specific measures: First, let students understand the importance of learning; second, to change the whole societies’ prejudice to Geography; And then we must make better use of students’ intrinsic activity, such as curiosity, the desire of success, achievement and self-esteem, and habits of fun and restless; At last, we have to change the traditional teaching methods, such as to establish the new teacher-student relationship, to create an innovative and imaginative classroom atmosphere, etc. ,In this way, their teaching process will become more attractive, and will arouse more students’ learning interest and knowledge desire. And finally promote learning initiative. Key Words: Geography; learning initiative; develop 学生主观能动性的研究现状克特?Ｗ?巴克在他的《社会心理学》中有过这样一句话：“从事活动是能力发展的基本途径……人如果不是放弃活动，而是积极地通过活动去完成任务，那么人的能力就会在解决这些矛盾的过程中得到提高。活动越多样，能力发展越多方面。”这段话典型的说明了主观能动性在学生学习课上的重要作用。 4 地理教学中培养学生主观能动性存在的问题 4.1 学习压力大 现在高中学生主要处于15至18岁，这个阶段正是自身人生观、世界观形成的重要时期。而这个时期的学习压力也越来越大，主要出现的问题包括有喜怒无常，情绪不稳，自我失控，心理承受力低，意志薄弱，缺乏自信，学习困难，考试焦虑，记忆力衰退，注意力不集中，思维贫乏，学习成绩不稳，难于应付挫折，青春期闭锁心理，并在行为上出现打架、骂人，说谎，考试舞弊、厌学、逃学，严重的出现自伤或伤