What should I do if my mind keeps wandering during lectures?

Three reasons: First, there are issues with personal learning methods and strategies. For example, they do not develop the habit of previewing before class, do not take notes in class, etc.; the second is related to the psychological characteristics of active thinking and poor emotional self-control; the third is partial thinking and boredom with subjects that are not interesting; The fourth is related to teachers’ classroom teaching art.

I suggest you: First, you must develop good preview habits before class. Through pre-study, think about and discover problems, and then bring the problems into class, striving to find answers to the questions from the teacher's lectures. If you still don’t understand after listening to the class, you must ask the teacher or classmates for help until you get the correct answer; second, you can exercise your personal self-control ability by formulating a scientific and reasonable study and life plan and strictly implementing it; third, Making an effort to take notes in class is also a good way to focus. Generally, when teachers teach, the key points and difficulties are concentrated in the first twenty minutes or so of each class, so during this period, you must force yourself to take notes; fourthly, you must review and practice after class what you learned that day. Understand, if you still don’t understand, listening to the teacher’s new content, and the knowledge cannot be connected, it will definitely be difficult to understand the new content, and you will inevitably be distracted while listening to the class.

What should I do if I get distracted in class? --Training plan

Factors affecting listening efficiency

1. Imbalance in ability development: including auditory perception ability, auditory width, auditory understanding, auditory discrimination, and auditory sequencing

2. Inattention:

① Insufficient development of motor perception, that is, inability to sit still.

②Weak cognitive ability and poor understanding.

③Poor visual-motor coordination, that is, poor hand-eye coordination.

3. Influence of environmental factors:

①Lack of language stimulation ②Bad tutoring methods (more criticism, more punishment and less encouragement) ③Lack of attention from parents or teachers

4. Differences in learning types: auditory, visual, and kinesthetic

5. Failure to develop good behavioral habits

An effective way to improve auditory perception

1. Auditory breadth training:

① Extend the sentences about quantifiers: read the sentence and let the child repeat it, and add a quantifier to the next sentence based on the previous sentence.

② Extend sentences with related words: Read the sentence and let the child repeat it. The next sentence adds a related word based on the previous sentence.

③ Sentences that extend adjectives and adverbs: Same as above.

2. Auditory discrimination training:

①Animal classification: listen to others reporting a set of words, and say the name of the animal after listening.

② Plant classification: Same as above.

③Food classification: Same as above.

④ Missing numbers: Listen carefully to others counting from 1 to 30, and after listening, tell them which numbers have been missed.

⑤Repeat numbers: Listen carefully to others reporting a set of numbers. After listening, tell which numbers are repeated and how many times they are repeated.

⑥Listen to the sounds of objects in the box: Put 4 different items into 4 matchboxes, shake the matchboxes, and remember the different sounds made in different boxes. Disrupt the box and judge the contents by shaking the box.

⑦Tongue twisters: Listen to others read the tongue twisters several times, and then try to say them yourself.

⑧Learn to sing: Choose a song you like, listen to others sing a line, and learn a line yourself until you have learned the entire song.

Auditory memory training:

① Listening percussion training: Listen to other people’s rhythmic percussion sounds, and repeat it according to the rhythm after listening.

②Repeat the sentence: After listening to a long sentence, repeat it again.

③Listen to sentences A and B in the three groups of sentences and quickly find out the differences between sentence B and sentence A.

④Continuous training: Complete the 4 specified things in order.

⑤Sentence repetition training: listen to A say a sentence, and immediately relay it to B after listening.

⑥Remember phone numbers

⑦Memory idioms

⑧Listen to others reading numbers and Chinese characters, one every second. After a group has finished listening, The numbers can be repeated in order, but the Chinese characters cannot be repeated.

⑨Listen to others reading the names of a group of items, and recall the items after reading them all.

⑩Specified memory: Listen to others report a set of words, and after listening, say the corresponding names of the specified requirements in these words.

⑾ Relational associative memory: Each pair of paired words has a certain relationship, such as "sun - sky". Remember eight to ten pairs of words simultaneously based on this relationship. When someone else pronounces one of the words, immediately say another word that matches it.

⑿Relationless associative memory: Same as above.

⒀Story masking training: Listen to the short story to find out the difference between what you heard twice before and after.

⒁Megphone: The father tells the child three sentences and asks him to go to another room and relay them to his mother. (You can also add action requirements)

⒂ Delayed memory training: first remember a few numbers, words, and idioms, then listen to a passage, and recall the words you just remembered after listening.

Auditory comprehension training:

①Answer the questions after listening to the story

②Retell the sentences after listening.

③Retell the story after listening to it.