In behavioral psychology, it takes at least 2 1 day to form and consolidate a person's new habits or ideas, which is the so-called 2 1 day effect. In other words, a person's actions or ideas will become habitual actions or ideas if they are repeated for 2 1 day. Many students' learning disabilities are not intellectual factors, but because they have not developed good study habits.
Let's talk about the cultivation of good study habits on some bad phenomena found by the author in the usual education and teaching process.
1 Be fully prepared before class.
1. 1 Material preparation: Many students don't have the habit of preparing books and learning tools related to this lesson before class, or they just prepare textbooks. It's a waste of time to look around for other things in class. From the first class of each semester, teachers pay attention to cultivating students' habit of preparing what we may need before class, including books and study plans. Some students can persist for a few days, but soon forget, which requires teachers to constantly remind and urge. Under normal circumstances, after one month, most students can do what the teacher asks. If teachers in several subjects ask for it at the same time, this good habit can be formed faster.
1.2 knowledge preparation: students will not mark some important knowledge points when previewing before class. After reading it, there is no trace left in the book. When I finished the preview task assigned by the teacher, I looked for the answer in the book again. Teachers can guide students to preview according to different situations. If the teacher leaves a clear question (such as a guidance plan), he should preview it with the question, so that the goal is clear and the students can mark it quickly after finding the key points. If there are no clear questions in the preview, you can preview it through the general requirements of studying history at ordinary times, for example, in the class of "Victory of the October Revolution in Russia", you can study independently from the background, process and influence of the October Revolution.
1.3 mental preparation: many teachers often talk about this phenomenon in communication: two or three minutes before class, students are slow or at a loss, and it takes some time for someone to react when they ask a simple question. Obviously, at this time, the students' thinking has not been transferred to the theme, which shows that the theme thinking before class is not ready. In view of this situation, students can be told to quickly recall what they learned in the last class two minutes before class, or to quickly browse the textbooks, so that students' thinking can quickly shift to the theme, and they can immediately enter the state during class, which is conducive to improving classroom efficiency.
2 Effective use of the classroom
The classroom is the main position for students to learn knowledge and cultivate their abilities, and several habits in the classroom are also worth noting.
2. 1 Key knowledge notes: Everyone knows the importance of taking notes, but why don't some students take notes when reviewing? The teacher has slowed down and talked about an important content three times. Some students still don't write until the teacher says to write it down. This is because they don't have the habit of taking notes in time, or they don't have this consciousness. Therefore, many teachers will ask students in the first class that the content that the teacher repeats slowly must be the content that needs to be taken notes. However, this requirement should be adhered to in the usual teaching for several weeks or even longer, and students will form habits.
2.2 Key points of group discussion: During class discussion or group cooperative inquiry, no one consciously wrote down everyone's opinions. When displaying the results, there are often cases where the words are not satisfactory, the expression is incomplete and inaccurate, or what has just been discussed is forgotten. Therefore, teachers should constantly remind and urge the group leader to pay attention to the record or let the group leader designate the group members to record the results of the discussion in turn during the class visit.
2.3 Multi-angle thinking: Many students are prone to mindset when thinking. If one angle is fully discussed, others will not be taken into account. Nowadays, the college entrance examination pays more and more attention to the investigation of students' comprehensive quality. It is rare to examine a paragraph of text in a textbook on a topic, but it is often the connection between knowledge, which requires students to pay attention to multi-angle and multi-dimensional connection expansion in their usual thinking training. For example, when analyzing the background of historical events, train students to think from international, domestic or political, economic and ideological perspectives. In the long run, students who have been trained in this kind of thinking will form a habit of thinking from different angles.
2.4 Answering questions in writing: Many students don't like answering questions in class, thinking that I just know it in my heart. As a result, this will happen in the exam. I know what it means in my heart but I won't express it. It's better to say what's on your mind. If time permits, students who have no chance to say it should write it down. In this way, you will find that it is not easy to say what you think is simple, but it is even more difficult to write it down in a more accurate and standardized language. If you don't pay attention to this good habit of expression, it is impossible to write a more accurate answer in the exam.
3 finishing and classification after class
3. 1 data collation: Many teachers have encountered such a situation. On the first day, they distributed the revised test papers. The next day, when they were marking papers, they all talked about several questions and found that several students were still looking for papers. This is because many students are used to misplacing their study plans, test papers and other materials without sorting them out. When they want to use it, they will look around. Therefore, when the teacher sends out the first document, he tells the students to arrange all the study materials with simple clips according to different subjects or bind them when the cost is high. The study plan belongs to the study plan and the test paper belongs to the test paper, so that they can be retrieved immediately when needed.
3.2 Review of knowledge: Many students can't learn history, but memorize it by rote, which takes a lot of time and is inefficient. Due to the characteristics of history, there are many knowledge points to remember, but many knowledge points are interrelated, which requires students to remember while understanding, or to form a network structure and then process the memory, string together major historical events to remember, or compare them with the directory in front of the book, and immediately find a book to consolidate if they can't remember it, taking into account the horizontal and vertical connection of knowledge, which is especially suitable for senior three students to review. Paying attention to the connection of knowledge can also find problems in time. For example, when a classmate reviews the achievements of the second industrial revolution, he can relate what influence the second industrial revolution had on China and what achievements it absorbed. Results On page 70 of the compulsory history of senior high school published by People's Education Press, it was found that "1875, Shanghai Merchants Bureau set up a telephone line to open the first telephone." But in the caption on page 34 of the same book, it says, "1876, Bell invented the telephone, and the American Telephone and Telegraph Company was established the following year." This is obviously inconsistent. After online search, it was found that the expression on page 70 of the book was difficult to establish.
4 Work test specification in place
4. 1 In doing homework or testing, one of the most common non-ability mistakes that students make is unclear questions. That's because many students don't like to circle some important qualifiers in questions to remind themselves. There is a problem: Four students were given a small question about four great inventions of ancient china's influence on western history during their research study. What do you think is most appropriate? (1) papermaking-the inheritor of Chinese civilization; (2) printing-the promoter of the Renaissance and the Reformation; (3) gunpowder-a deadly weapon to raze feudal castles in Europe; ④ Compass-a run-up device for overseas colonization in Western Europe; A 123B，24C， 134D， 1344。 Several students chose it. If your answer is right or wrong, you should ask me plausibly: "Teacher, didn't you just say that the invention of paper made civilization pass on?"? Then why not choose? " I didn't answer her directly, but asked her to read the question again. The students did as I said. As a result, she smiled shyly at me, then changed her answer and circled the words "western history" heavily. Later, it was found that keywords and phrases were marked in students' homework and test papers, which obviously reduced the mistakes of unclear examination.
4.2 I often hear a classmate say, "Hey, I obviously want to choose A for this topic. How can it be written as B? " The author calls it a typical low-level error caused by eye-hand disharmony. To avoid this kind of mistake, as long as students develop good habit of answering questions. Students don't tick the first answer, but write it next to the question number. This is to prevent them from interfering with their judgment during the inspection. In the second check, cover the answer next to the question number and do it again on the question, so that the answers made twice can be compared. If it is the above-mentioned low-level error, it can be found out.
4.3 When doing subjective questions, many students lose points because of nonstandard answers or unclear handwriting. Therefore, when taking over a new class, teachers should remind students to write clearly before each assignment or exam, the answers should be clearly prompted, the language should be standardized, and it should be expressed in professional terms, that is, try to express it in the language of textbooks. There are still some technical terms that cannot be simplified. For example, when students answer the social nature of modern China, they often write about a semi-colonial and semi-feudal society, not a semi-colonial and semi-feudal society. This kind of expression is extremely irregular, and it is also related to teachers' neglect of language norms in their usual teaching. This is a good habit that both teachers and students should develop.
These are trivial habits, but the details determine success or failure. Good habits are half the battle. If students pay attention to these small habits at ordinary times, they will get twice the result with half the effort.
Yi Fajiu, an expert on success in China, believes that the formation of habits can be roughly divided into three stages: the first stage: about 1-7 days. This stage is "deliberate and unnatural" and needs a very deliberate reminder. The second stage: about 7-2 1 day. This stage is "deliberate and natural", but it still needs conscious control. The third stage: 2 1-90 days or so, this stage is "random and natural" unconsciously controlled.
The behavioral habits of senior high school students have long been formed. It is not a matter of time to get rid of a bad habit and develop a good habit. In the daily learning process, the cultivation of some good habits needs constant reminder and supervision from teachers. Especially in the first and second stages, people are always lazy, and few people can persevere without supervision. Therefore, the supervision of teachers is particularly important. To cultivate students to form these good study habits, the teacher's supervision should also become a habit, and problems should be corrected in time. In the long run, habits will eventually form. Teachers should be able to supervise 2 1 day or even longer. After it has become a basic stereotyped habit (that is, the third stage), they should also check it from time to time or praise it consciously to encourage them to stick to it, so that students will not relax and truly become their lifelong learning habit. The habit effect of 2 1 day means that in behavioral psychology, it takes at least 2 1 day to form and consolidate a person's new habits or ideas, which is called the habit effect of 2 1 day. In other words, a person's actions or ideas will become habitual actions or ideas if they are repeated for 2 1 day.
The theoretical basis of "2 1 day" comes from Dr. Malc, an expert in plastic surgery. He found that for amputees, in the first 2 1 day after operation, they often can't adapt to the lost body part, and often can "feel" its existence. After 2 1 day, they no longer unconsciously want to "use" it, and they are used to the state after amputation. After Dr. Mark published his clinical findings, people gradually agreed with him. Through a large number of real cases, most people can break or form a habit within 2 1 day. Although this process may experience a confident beginning, a tired persistence period and a difficult transition period, in the end, where there is a will, there is a way.
Yi Fajiu, an expert on success in China, believes that the formation of habits can be roughly divided into three stages:
The first stage: 1-7 days. This stage is "deliberate and unnatural" and needs a very deliberate reminder. Because if you don't pay attention, your bad mood and bad habits will surface and make you go back to the past. While reminding yourself and demanding yourself, you may feel unnatural and uncomfortable. However, this "unnatural discomfort" is normal.
The second stage: about 7-2 1 day. This stage is "deliberate and natural", but it still needs conscious control. After a week's deliberate request, you already feel more natural and comfortable, but you can't be careless. If you are not careful, your bad mood and bad habits will destroy you again and take you back to the past. So, you should remind yourself and ask yourself.
The third stage: 2l-90 days, this stage is "random and natural" unconsciously controlled. This stage is the stable period of habits, which will make new habits become a part of your life. At this stage, you don't have to ask yourself deliberately. It's just as natural to raise your hand and look at your watch.
Good habits and bad habits are the same, and they are gradually formed through constant repetition.
Any kind of behavior, as long as repeated, will become a habit. By the same token, as long as any kind of thought is repeated, it will become a habit, affect the subconscious and unconsciously change our behavior.
This is the design principle of "2 1 day good habit formation method", and the specific points are as follows:
① Stick to this habit for 2 1 day.
Let yourself clearly understand the benefits of new habits, because feelings are far more dynamic than rational coercion.
Think of it as an experiment Like scientists, we regard cultivating habits as an attempt, not a psychological struggle. This helps focus, adjust at any time, and treat the results correctly.
④ Stay away from dangerous areas. Stay away from places that may trigger your old habits again.
Replace what you lost with something better. If you quit smoking, although you lose the enjoyment of cigarettes, you gain priceless health.
6. Write the plan on paper and tell your friends to put pressure on yourself.
⑦ Keep it simple. There are only a few requirements for establishing habits, so it is easier to stick to it by keeping it simple.
Don't pursue perfection. Step by step, don't expect to change at once.
Success means doing simple things again and again. The reason why someone is unsuccessful is not that he can't do it, but that he doesn't want to do those simple and repetitive things.
Therefore, as long as you start to do it and stick to it day after day, you will certainly achieve unexpected results.