少数民族学生心理因素在课堂教学中的问题表现及对策  

Psychological Problems and their Countermeasures of Ethnic Minority Students in Classroom

作　　者：李杰[1] 罗秀英 LI jie;LUO Xiuying(School of Humanities,Yunnan Minzu University,Kunming 65050)

机构地区：[1]云南民族大学人文学院,云南昆明650500

出　　处：《玉溪师范学院学报》2018年第5期48-52,共5页Journal of Yuxi Normal University

基　　金：云南民族大学校级教改项目"边疆民族学生心理因素对课堂教学质量的影响研究";云南民族大学思想政治工作理论与实践课题"民族类院校学生管理难点问题及对策"的阶段性成果

摘　　要：相较而言,少数民族学生尤其是民族院校的少数民族学生,通常存在认知心理滞后等特征,在课堂教学中表现为自觉性不够、知识储备不足、专业目标不明确等。为此,教师应该增强学生自我存在意识,激发学习动机,精心组织课堂教学,提高学生学习效率,引入心理干预机制,矫正学生学习心理,构建良好师生关系,培养专业方向意识等方式,培养学生的学习、开拓、创新能力,以适应社会不断变化的需要。In comparison,ethnic minority students,especially those in ethnic colleges and universities,mostly have the characteristics of cognitive hysteresis.In classroom they tend to show a lack of consciousness,a lack of professional goals,and insufficient knowledge reserve.Therefore,teachers should strengthen students＇ self-existence consciousness,cultivate their learning motivation,and organize classroom teaching carefully to improve their learning efficiency.Psychological intervention mechanism may be introduced to improve students＇ learning psychology.Good teacher-student relationship should be constructed.Efforts should be made to cultivate students＇ professional orientation awareness,train their learning,exploring,and creating abilities in order to adapt to the changing needs of the society.

关 键 词：少数民族学生 心理因素 课堂教学 

分 类 号：G625[文化科学—教育学]