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How to cultivate students' qualitative study habits?

As the saying goes, "wisdom begets all rivers." Cultivate students' "qualitative" and let students sit down to listen, study and do things. Only when students can settle down in their studies can they acquire knowledge. However, students' learning is a step-by-step process and cannot be rushed. Some children are sometimes very active, because they can't settle down to study for many reasons, but in general, teachers should start from cultivating good habits.

From the first grade of primary school, teachers should pay attention to cultivating children's "nature" and cultivate students' good study habits. However, some students just don't listen to the teacher, their hearts are always unstable, they can't sit still, they always make small moves and always say small things. These little moves are always repeated. But children will gradually improve under the constant education and guidance of teachers. I remember an expert said, "every child is a flower, not only in appearance, but also in heart." In fact, the habit of primary school students making mistakes is unintentional. Therefore, teachers should try to train children to be "qualitative" and don't rush into it.

Grade two pupils sometimes can't settle down to study, especially a naughty and active child. Pupils can't settle down to study, mostly because of unintentional attention. Therefore, teachers should use intention to guide students' interest in learning. The formation of children's good study habits is a gradual development process. It is necessary to cultivate children's good study habits step by step, especially for students in lower grades, and pay more attention to gradually and consciously guiding students' attention, attracting students' attention and cultivating children's "quality". If teachers cultivate students' habit of listening attentively in class, they can recite some ancient poems and poems with some "passwords" in class to attract students' attention. Another example is the habit of guiding students to observe carefully, let students pay attention to a certain point of things or pictures, guide children to pay attention to the color and shape of things or pictures, consciously guide children to observe specific images, and then guide students to write them down. From the perspective of observation, guide the second generation students from intuition to abstraction. Guide students to carefully observe some characteristics of things, with a purpose, let children find out which are the same and which are different, then let students talk about the characteristics of things or pictures, attract students' attention and encourage them to talk more in this way, thus cultivating children's "qualitative" learning. Another example is the study habit of guiding students to calm down, calm down and think positively. Teachers can start by guiding students to examine and do problems. For example, when doing unit exercises, there are many questions according to the appearance, so that students can think about problems and think about problems.

Students imitate the examples and then write the answer sheet. Through these repeated training, let students calm down and think, and calm down and think about problems. Students' thinking ability will gradually improve. If you practice imitating sentences, make students look like this:

The little monkey jumped with joy.

Pupils will imitate:

The bird flew happily. The puppy barks happily.

……。

From grade one to grade two, students should first learn to imitate, which is very important to cultivate students' qualitative thinking ability, whether in learning form, content or behavior, so as to improve students' thinking ability step by step. From Grade One to Grade Two, students' thinking has made a qualitative leap and developed rapidly. If the homework is more focused than before, although the amount of homework is more than before, most students can seriously decide to finish it, which shows that students have a certain "qualitative". To cultivate students' quality, teachers can cultivate students' classroom habits and let students imitate good students' role models. Let students concentrate on listening, don't talk, don't make small moves, don't go to extremes, don't do things unrelated to the undergraduate course, read what they should read and write in class, think when they should think, and observe carefully when they should. Another example is word recognition. We should pay attention to the rules of word recognition and distinguish the key points of words from the differences of words. Guide students to concentrate on their work. Teachers can intentionally guide students to observe how teachers or people around them do things and whether they have done things successfully. And tell students to concentrate on doing great things and get twice the result with half the effort.

In short, there is no fixed method to teach, and teaching is to not teach. With good "qualitative" habits, students will benefit a lot from studying and doing things.