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簡介：STUDYONCOLLEGESTUDENTS’LEARNINGBURNOUTWHENSTUDENTSHAVENOINTERESTSLACKINENTHUSIASMSFTHELEARNINGBUTCANNOTBUTDOITTHEYWILLBESICKOFTHELEARNINGFEELTIREDINBODYMINDTHATSTATEISCALLEDASTHELEARNINGBURNOUTYANG2005P5458GENERALLYTHELEARNINGBURNOUTHASFOLLOWINGACTERISTICS1EXHAUSTEDEMOTIONFTHISACTERISTICSTUDENTSGENERALLYLACKINENTHUSIASMSINTHEIRLEARNINGTHEYFEELEXHAUSTEDNERVOUSFRUSTRATEDTHEYCANNOTCENTRALIZETHEIRATTENTIONSONTHELEARNINGSTUDENTS’EMOTIONISINTHEEXTREMETIREDNESSTHEEMOTIONALRESOURCEISEXHAUSTEDTHELEARNINGENTHUSIASMISVERYLOW2LACKINGINHUMANIZATIONTHATMEANSSTUDENTSOFTENTREATOTHERSWITHTHEBLPASSIVENEGATIVEATTITUDETHEYCANNOTTRUSTOTHERSTHEYAREUNBELIEVINGOVERCRITICALTOOTHERSTHEATTACKBEHAVIISANEXTREMEREPRESENTATIONOFTHELEARNINGBURNOUTONTHEONEHSTUDENTSATTACKBEHAVISINCREASETHEIRHUMANFRICTIONSINCREASEONTHEOTHERHTHEYWILLAIMATTHEMSELVESHARMTHEMSELVES3LOWACHIEVABILITYLEARNINGBURNOUTWILLINDUCELOWACHIEVABILITYSTUDENTSWILLUNDERVALUETHEIRACHIEVEMENTSSOMEOFTHEMWILLEVENNEGATEWHATTHEYDIDINRECENTYEARSMANYSURVEYSABOUTCOLLEGESTUDENTSSHOWEDTHATTHEPHENOMENONOFLEARNINGBURNOUTINCOLLEGESTUDENTSWASSERIOUSFEXAMPLEZHANGSHUETAL’SSURVEYABOUT438COLLEGESTUDENTSININNERMONGOLIAMUNICIPALITYINDICATEDTHATCOLLEGESTUDENTSLEVELOFLEARNINGBURNOUTWASHIGHERZHANG2009P140142LIWEIWEIETALSSURVEYABOUT340COLLEGESTUDENTSALSOSHOWEDTHATQUIETPARTOFCOLLEGESSTUDENTSHADLEARNINGBURNOUTLI2007P1921COLLEGESTUDENTSASSUMETHEBURDENOFNATIONALBUILDINGTHEEXISTENCEOFLEARNINGBURNOUTWOULDSERIOUSLYINFLUENCETHELEARNINGTHEENHANCEMENTOFLEARNINGEFFICIENCYWHICHGOESAGAINSTTHEACCOMPLISHMENTOFTHETEACHINGTASKOFCOLLEGETHEIMPLEMENTATIONOFTHEEDUCATIONALTARGETBLOCKSCOLLEGESTUDENTS’HEALTHYDEVELOPMENTINBODYMINDATTHESAMETIMECOLLEGESTUDENTS’LEARNINGBURNOUTMAINLYCOMESFROMFOLLOWINGCAUSESBADSOCIALSTYLECULTUREARETHEIMPTANTEXTERICAUSESOFCOLLEGESTUDENTS’LEARNINGBURNOUTCOLLEGEISNOTACLOSEDPLACEALLALONGTHEOPENINGACTERISTICALSOMAKETHEMTOPRODUCETHELEARNINGBURNOUTTOSOMEEXTENTCOLLEGESTUDENTS’LEARNINGBURNOUTISCLOSELYRELATEDWITHTHEIRSELFEFFICIENCYFEELINGSELFATTRIBUTIONSOMECOLLEGESTUDENTSHADDEPENDEDONFAMILYTEACHERSTOOMUCHFALONGTERMWITHBADINDEPENDENCEOFLEARNINGTHEYCOULDNOTADAPTTHELEARNINGMODEINCOLLEGESTHEYFAILEDINLEARNINGSOTHEIRSELFEFFICIENCYFEELINGWOULDBELARGELYREDUCEDWHENFACINGLEARNINGFAILURETHEATTRIBUTIONTENDENCYISNOTRIGHTTOOTHEYALWAYSATTRIBUTEDTHEIRFAILURESTOTHEIRLOWABILITYSOTHEIRENTHUSIASMOFLEARNINGWILLBELARGELYHARMEDTHEYWILLFEELHELPLESSINSTUDYSOMESTUDENTSALSOLACKINTHEABILITYTODELAYSATISFACTIONTHEYHAVENOTFAREYESIGHTTHEYONLYPAYATTENTIONTOTHEIMMEDIATEINTERESTSTHEYCANNOTCONTROLTHEMSELVESINLEARNINGWHICHISONEOFSUBJECTIVECAUSEOFLEARNINGBURNOUTCOLLEGESSHOULDREALLYEMPHASIZETHEPRACTICETEACHINGINCREASETHEHARDWAREINVESTMENTSOFTHEPRACTICETEACHINGPERFECTMANYESTABLISHMENTSSUCHASLABCOMPUTERLABMULTIMEDIATOFULFILLSTUDENTSDEMFPRACTICESINADDITIONCOLLEGESSHOULDSETUPPRACTICECOURSESFSTUDENTS’FUTUREEMPLOYMENTDEVELOPMENTCRECTTHEMODEEMPHASIZINGTHETHEETICALCOURSESATTHESAMETIMECOLLEGESHOULDALSOEMPHASIZECOLLEGESTUDENTS’EDUCATIONOFPSYCHOLOGICALHEALTHLOVINGLEARNINGBEINGHAPPYINLEARNINGAREONESTARDTOMEASURECOLLEGESTUDENTS’PSYCHOLOGICALHEALTHCOLLEGESSHOULDFURTHERCRECTSTUDENTS’WRONGLEARNINGCOGNITIONIMPROVETHEIRLEARNINGMETHODSTRENGTHENTHEIRSUCCESSFULEXPERIENCEENHANCETHEIRLEARNINGMOTIVATIONHELPTHEMTOOVERCOMELEARNINGBURNOUTBYTHELECTUREGROUPINDIVIDUALCONSULTATIONSPECIALPSYCHOLOGICALHEALTHYCOURSETEACHERSSHOULDEMPHASIZETHEADOPTTHEHEURISTICEDUCATIONTHERESEARCHTEACHINGMODETOCONTINUALLYENRICHTHETEACHINGCONTENTSTRENGTHENTHEMOFTEACHINGPROCESSMAKESTUDENTSTOENTERINTOTHELEARNINGBECOMETHEMASTEROFTHELEARNINGTEACHERSSHOULDSPECIALLYPAYATTENTIONTOTHECONNECTIONBETWEENTHEYPRACTICEINSTRUCTSTUDENTSTOSTUDYTHEKNOWLEDGEINDERTOAPPLYITBYAFTERSCHOOLACTIVITIESPRACTICEPROBATIONSENHANCETHEIRABILITYTOSOLVEPROBLEMSPROMOTETHEMTOEXPERIENCETHEINTERESTSOFLEARNINGTHEVALUEOF

簡介：LEADERPERSONALITYTRAITSEMPLOYEEVOICEBEHAVIMEDIATINGROLESOFETHICALLEADERSHIPWKGROUPPSYCHOLOGICALSAFETYFREDOWALUMBWAJOHNSCHAUBROECKMICHIGANSTATEUNIVERSITYARIZONASTATEUNIVERSITYTHEANTECEDENTSCONSEQUENCESOFETHICALLEADERSHIPWEREEXAMINEDINASTUDYOF894EMPLOYEESTHEIR222IMMEDIATESUPERVISSINAMAJFINANCIALINSTITUTIONINTHEUNITEDSTATESTHELEADERPERSONALITYTRAITSOFAGREEABLENESSCONSCIENTIOUSNESSWEREPOSITIVELYRELATEDTODIRECTREPTS’RATINGSOFTHELEADER’SETHICALLEADERSHIPWHEREASNEUROTICISMWASUNRELATEDTOTHESERATINGSETHICALLEADERSHIPINFLUENCEDFOLLOWERS’VOICEBEHAVIASRATEDBYFOLLOWERS’IMMEDIATESUPERVISSTHISRELATIONSHIPWASPARTIALLYMEDIATEDBYFOLLOWERS’PERCEPTIONSOFPSYCHOLOGICALSAFETYIMPLICATIONSFRESEARCHONETHICALLEADERSHIPMEANSTOENHANCEETHICALBEHAVIAMONGLEADERSNONLEADERSAREDISCUSSEDKEYWDSETHICALLEADERSHIPLEADERSHIPPERSONALITYPSYCHOLOGICALSAFETYVOICEINBOTHTHEMASSMEDIATHEACADEMICCOMMUNITYTHEREHASBEENBROWNETAL2005FEXAMPLERESEARCHERSKNOWVERYLITTLEABOUTWHYSOMELEADERSENGAGEINTHESPECTRUMOFETHICALLEADERSHIPBEHAVISOTHERSDONOTONEKEYQUESTIONISWHETHERTHELIKELIHOODOFANINDIVIDUALBEINGPERCEIVEDASANETHICALLEADERAMONGSUBDINATESCANBEPREDICTEDUSINGHISHERPERSONALACTERISTICSIDENTIFYINGTRAITANTECEDENTSWILLAIDINTHEDEVELOPMENTOFSTRATEGIESFINGDEVELOPINGETHICALLEADERSDETERMININGTHEBESTMEANSTOREINFCEETHICALBEHAVISONLYAFEWSTUDIESHAVEADDRESSEDTHECONSEQUENCESOFETHICALLEADERSHIPBEHAVIBROWNETAL2005DETERTTREVINOBURRISMAYERETAL2009WHEREASSOMERELIABLEEVIDENCEFROMRECENTSTUDIESSUPPTSTHEIDEATHATETHICALLEADERSHIPHASARANGEOFFAVABLEOUTCOMESEGBROWNETAL2005MAYERETAL2009DETERTETAL2007FOUNDNORELATIONSHIPBETWEENETHICALLEADERSHIPFOODSHRINKAGEANINDEXOFCOUNTERPRODUCTIVEBEHAVIAMONGRESTAURANTEMPLOYEESSOMEPSYCHOLOGICALMECHANISMSTHATMAYEXPLAINTHEMEFAVABLEEFFECTSOFETHICALLEADERSHIPHAVEBEENDISCUSSEDSEEBROWN

簡介：附錄附錄3ISSOCIALANXIETYASSOCIATEDWITHBOTHINTERPERSONALAVOIDANCEINTERPERSONALDEPENDENCEWETESTEDTHEHYPOTHESISTHATSOCIALANXIETYISASSOCIATEDWITHBOTHINTERPERSONALAVOIDANCEINTERPERSONALDEPENDENCYSPECIFICALLYWEPREDICTEDTHATDEPENDENCEWOULDBEEVIDENTINDEVELOPMENTALLYSALIENTCLOSERELATIONSHIPSUPONWHICHSOCIALLYANXIOUSPEOPLEMAYRELYONEHUNDREDSIXTYEIGHTYOUNGPEOPLEUNDERGOINGTHETRANSITIONTOADULTHOODCOMPLETEDSELFREPTMEASURESOFANXIETYINTERPERSONALPATTERNSRESULTSINDICATEDTHATBOTHDEPENDENTAVOIDANTINTERPERSONALSTYLESINROMANTICRELATIONSHIPSBUTNOTOTHERRELATIONSHIPSWEREUNIQUELYASSOCIATEDWITHSOCIALANXIETYTHESERESULTSREMAINEDWHENCONTROLLINGFDEPRESSIVESYMPTOMSANXIETYSENSITIVITYTRAITANXIETYOURFINDINGSILLUSTRATETHATSOCIALANXIETYISNOTACTERIZEDSOLELYBYINTERPERSONALAVOIDANCEASCURRENTCONCEPTUALIZATIONSSUGGESTIMPLICATIONSFMODELSTREATMENTOFSOCIALANXIETYAREDISCUSSEDSOCIALANXIETYDEFINEDASEITHERADIAGNOSABLEDISDERASELEVATEDLEVELSOFANXIETYABOUTSOCIALSCRUTINYHASBEENACTERIZEDBYTHEAVOIDANCEOFSOCIALSITUATIONSDUETOFEAROFNEGATIVEEVALUATIONINLINEWITHTHISRESEARCHSUPPTSTHEPRESENCEOFAVOIDANTSTYLESOFINTERACTINGAMONGSOCIALLYANXIOUSPEOPLEEGALDENBIELINGALDENDOWBIGLLEARYKNIGHTLEARYBNSTEIN1995OVERHOLSER1997INTERPERSONALDEPENDENCYISACTERIZEDBYTHOUGHTSFEELINGSBEHAVISREVOLVINGAROUNDTHENEEDTOASSOCIATECLOSELYWITHOTHEREIDELTURNERBEIDELLIEBOWITZGMANFYERRAPEE1995THEPREOCCUPIEDPATTERNISACTERIZEDBYADEPENDENTINTERPERSONALSTYLEINWHICHPEOPLEAREEXCESSIVELYDEPENDENTONRELATIONSHIPSFEMOTIONALTANGIBLESUPPTALTHOUGHTHISMAYSEEMINCONSISTENTWITHASOCIALLYANXIOUSSTYLEBOTHOFTHESEPATTERNSOFATTACHMENTAREELICITEDEXACERBATEDBYANEGATIVEEVALUATIONOFTHESELFBARTHOLOMEW1990BARTHOLOMEWMICKELSONKESSLERSHAVER1997THEREFEWEPREDICTEDTHATSOCIALANXIETYWOULDBEASSOCIATEDWITHBOTHFEARFULPREOCCUPIEDATTACHMENTPATTERNSINADDITIONWEWEREINTERESTEDINTHECONDITIONSUNDERWHICHTHEABOVEASSOAVOIDSOCIALSITUATIONSDUETOTHEIRHEIGHTENEDLEVELSOFFEARANXIETYWHILEINTERACTINGWITHOTHERSTHEMOSTCOMMONLYFEAREDSOCIALSITUATIONSAMONGSOCIALLYANXIOUSPEOPLETENDTOBESOCIAL

簡介：成功心理學成功心理學學習感受什么成功呢，人人都追求成功，可是有時候，成功好像近在咫尺，有時候成功又似乎遙不可及，如何獲得成功是每個人都關(guān)心的問題。12級機械級機械6班馮美福（班馮美福（120202010610）2014510對方的真正需要；微笑待人，傳遞友愛；記住別人的名字是最甜美、最有效的恭維；學會傾聽，做一個善于傾聽的人談論對方感興趣的話題；讓對方獲得自重感。當然，我們并不是一味的遵從他人的意思，當我們要贏得他人的贊同時，首先要避免爭論，再激烈、再理由充足的爭論都是不能是對方完全信服，只能讓對方更加反感，其次，要尊重別人的意見，千萬不要指責別人的錯誤，同時，如果你錯了要迅速坦誠的承認，接著，要用友善的方法開始贏得別人的心，使對方一開始就說“是，是”，在交談過程中要讓對方多多說話，聽取對方的意見，使對方覺得那是他的主意，要從對方的觀點來看待事情，同情別人的想法和愿望，激發(fā)對方高尚的動機，戲劇化的表達你的想法，向?qū)Ψ教岢鲆豁椨幸饬x的挑戰(zhàn)。要更好的說服他人，就要從稱贊及真誠的欣賞著手，委婉得提出對方的錯誤，在批評對方之前，先談論自己的錯誤，使對方保住面子，不要命令他人，要“誠于嘉許，寬于稱道”，多用鼓勵，使別人的錯誤更容易改正，使對方所做的事更容易做，使對方樂于做你所建議的事。人與人之間有交往才談得到關(guān)系，人們在社會活動中運用語言符號系統(tǒng)或非語言符號系統(tǒng)之間交流信息，溝通情感的過程就是人際交往。人作為社會的生物，必然要與他人產(chǎn)生各種各樣的關(guān)系。個體是不可能在完全孤立的狀態(tài)下生活的。當然，交往的過程是復雜的。交往是雙方相互認知的一個過程，每個人對自己的交往對象都會產(chǎn)生某種態(tài)度，這種態(tài)度就是在交往的過程中產(chǎn)生的。首因效應，也就是第一印象。人們在交往過程中的第一印象往往會產(chǎn)生較大影響。光環(huán)效應，最明顯的表現(xiàn)之一就是以貌取人。在交往過程中，對方的某個特征形成某種印象后，往往會據(jù)此推測其他方面有類似特征。此外，在與人交往的過程中我們往往會對一類人產(chǎn)生一種比較固定的看法，并對應到某個具體的人身上。比如說，在中國說起南方人我們首先會想到精明溫柔，北方人則是豪爽大氣。說起德國人，我們往往想到嚴謹求實，而法國人則是時尚浪漫。交往活動對于人類的生存和發(fā)展是十分重要的。人類最初，是母嬰交往，隨后是與各個家庭成員的交往，爾后是與同齡伙伴之間的交往，與老師同學的交往，慢慢發(fā)展到與各類社會成員之間的交往，心理活動日益成熟，交往范圍日益完善?？茖W家對于“狼孩”、“豬孩”的研究充分表明，社會交往對于個體

簡介：外文文獻外文文獻ONEMETIMEHOWDOYOUMOTIVATEEMPLOYEESHOWMANYARTICLESBOOKSSPEECHESWKSHOPSHAVEPLEADEDPLAINTIVELY”HOWDOIGETANEMPLOYEETODOWHATIWANT”THEPSYCHOLOGYOFMOTIVATIONISTREMENDOUSLYCOMPLEXWHATHASBEENUNRAVELEDWITHANYDEGREEOFASSURANCEISSMALLINDEEDBUTTHEDISMALRATIOOFKNOWLEDGETOSPECULATIONHASNOTDAMPENEDTHEENTHUSIASMFNEWFMSOFSNAKEOILTHATARECONSTANTLYCOMINGONTHEMARKETMANYOFTHEMWITHACADEMICTESTIMONIALSDOUBTLESSTHISARTICLEWILLHAVENODEPRESSINGIMPACTONTHEMARKETFSNAKEOILBUTSINCETHEIDEASEXPRESSEDINITHAVEBEENTESTEDINMANYCPATIONSOTHERGANIZATIONSITWILLHELPIHOPETOREDRESSTHEIMBALANCEINTHEAFEMENTIONEDRATIOWHATISTHESIMPLESTSURESTMOSTDIRECTWAYOFGETTINGSOMEONETODOSOMETHINGASKBUTIFTHEPERSONRESPONDSTHATHESHEDOESNOTWANTTODOITTHENTHATCALLSFPSYCHOLOGICALCONSULTATIONTODETERMINETHEREASONFSUCHOBSTINACYTELLTHEPERSONTHERESPONSESHOWSTHATHESHEDOESNOTUNDERSTYOUNOWANEXPERTINCOMMUNICATIONMETHODSHASTOBEBROUGHTINTOSHOWYOUHOWTOGETTHROUGHGIVETHEPERSONAMOARYINCENTIVEIDONOTNEEDTOREMINDTHEREADEROFTHECOMPLEXITYDIFFICULTYINVOLVEDINSETTINGUPADMINISTERINGANINCENTIVESYSTEMSHOWTHEPERSONTHISMEANSACOSTLYTRAININGPROGRAMWENEEDASIMPLEWAYEVERYAUDIENCECONTAINSTHE“DIRECTACTION”MANAGERWHOSHOUTS”KICKTHEPERSON”THISTYPEOFMANAGERISRIGHTTHESURESTLEASTCIRCUMLOCUTEDWAYOFGETTINGSOMEONETODOSOMETHINGISTOADMINISTERAKICKINTHEPANTSTOGIVEWHATMIGHTBECALLEDTHEKITATHEREAREVARIOUSFMSOFKITAHEREARESOMEOFTHEMNEGATIVEPHYSICALKITATHISISALITERALAPPLICATIONOFTHETERMWASFREQUENTLYUSEDINTHEPASTITHASHOWEVERTHREEMAJDRAWBACKS（1）ITISINELEGANT2ITCONTRADICTSTHEPRECIOUSIMAGEOFBENEVOLENCETHATMOSTGANIZATIONSHOLDUPADOGBISCUITWHENIWANTTHESCHNAUZERTOMOVEINTHISINSTANCEWHOISMOTIVATEDITHEDOGTHEDOGWANTSTHEBISCUITBUTITISIWHOWANTITTOMOVEAGAINIAMTHEONEWHOISMOTIVATEDTHEDOGISTHEONEWHOMOVESINTHISINSTANCEALLIDIDWASAPPLYKITAFRONTALLYIEXERTEDAPULLINSTEADOFAPUSHWHENINDUSTRYWISHESTOUSESUCHPOSITIVEKITASITHASAVAILABLEANINCREDIBLENUMBERVARIETYOFDOGBISCUITSJELLYBEANSFHUMANSTOWAVEINFRONTOFEMPLOYEETOGETTHEMTOJUMPWHYISITTHATMANAGERIALAUDIENCESAREQUICKTOSEETHATNEGATIVEKITAISNOTMOTIVATIONWHILETHEYAREALMOSTUNANIMOUSINTHEIRJUDGMENTTHATPOSITIVEKITAISMOTIVATIONITISBECAUSENEGATIVEKITAISRAPEPOSITIVEKITAISSEDUCTIONBUTITISINFINITELYWSETOBESEDUCEDTHANTOBERAPEDTHELATTERISANUNFTUNATEOCCURRENCEWHILETHEFMERSIGNIFIESTHATYOUWEREAPARTYTOYOUROWNDOWNFALLTHISISWHYPOSITIVEKITAISSOPOPULARITISATRADITIONITISTHEAMERICANWAYTHEGANIZATIONDOESNOTHAVETOKICKYOUYOUKICKYOURSELFWHYISKITANOTMOTIVATIONIFIKICKMYDOGFROMTHEFRONTTHEBACKHEWILLMOVEWHENIWANTHIMAGAINSIMILARLYICANGEAPERSON’SBATTERYTHENREGEITREGEITAGAINBUTITISONLYWHENONEHASAGENERATOFONE’SOWNTHATWECANTALKABOUTMOTIVATIONONETHENEEDSNOOUTSIDESTIMULATIONONEWANTSTODOITWITHTHISINMINDWECANREVIEWSOMEPOSITIVEKITAPERSONNELPRACTICESTHATWEREDEVELOPEDASATTEMPTSTOINSTILL“MOTIVATION”1、REDUCINGTIMESPENTATWKTHISREPRESENTSAMARVELOUSWAYOFMOTIVATINGPEOPLETOWKGETTINGTHEMOFFTHEJOBWEHAVEREDUCEDFMALLYINFMALLYTHETIMESPENTONTHEJOBOVERTHELAST5060YEARSUNTILWEAREFINALLYONTHEWAYTOTHE“61／2DAYWEEKEND”ANINTERESTINGOFOFFHOURRECREATIONPROGRAMSTHEPHILOSOPHYHERESEEMSTOBETHATTHOSEWHOPLAYTOGETHERWKTOGETHERTHEFACTISTHATMOTIVATEDPEOPLESEEKMEHOURSOFWKNOTFEWER2、SPIRALINGWAGESHAVETHESEMOTIVATEDPEOPLEYESTOSEEKTHENEXTWAGEINCREASESOMEMEDIEVALISTSSTILLCANBEHEARDTOSAYTHATAGOODDEPRESSIONWILLGETEMPLOYEESMOVINGTHEYFEELTHATIFRISINGWAGESDON’TWON’TDOTHEJOBREDUCINGTHEMWILL

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簡介：淺析從心理學角度談學生思維能力的培淺析從心理學角度談學生思維能力的培養(yǎng)心理研究表明，當學生對學習對象有興趣時，大腦中有關(guān)學習神經(jīng)的細胞處于高度興奮狀態(tài)，而無關(guān)的則處于抑制狀態(tài)。孔子說過“知之者不如好之者。”具有濃厚的興趣會使學生產(chǎn)生積極的態(tài)度。對某一學科產(chǎn)生強烈而持久興趣的學生，會自覺克服學習中種種困難，排除干擾，解決當前所面臨的問題。所以在教學中，可從以下幾個方面激發(fā)學生的學習興趣。1、在化學教學中，利用化學學科的特點實驗來激發(fā)學生學習興趣，可取得意想不到的效果?？梢杂矛F(xiàn)象變化比較明顯的化學實驗引入新課。如氯化氫的“噴泉實驗”、鋁熱反應中的“鐵水奔流”、濃硫酸的“燒杯里長出了黑面包”等現(xiàn)象非常明顯的實驗，來吸引學生注意力，激發(fā)學生興趣，讓學生不由自主的產(chǎn)生探究知識的積極性。亦可以在教學中變教師演示實驗為學生動手操作，或者學生隨堂實驗等方法，調(diào)動學生參與課堂教學的積極性。2、利用課外知識，有效調(diào)動學生的學習積極性。心理學指出，青少年的求知欲如不再次激發(fā)，難已維持長久。因此一節(jié)課不可能全是“高潮”，而應該有節(jié)奏。結(jié)合教學內(nèi)容，有機地穿插介紹科技新成就、化學家趣事等，既可中充分發(fā)揮思維定勢的積極作用，克服消極的影響，引導學生掌握正確的思維方法，對提高學生的思維能力起到很重要的作用。隨著教材的深入和知識的積累，引導學生在基礎知識的掌握、基本技能的應用和解決問題的思路和方法上，建立良好的思維定勢，可使學生熟練、迅速、正確的解決面臨的問題。例如對氣體的收集方法問題，可有意識的培養(yǎng)和建立這樣一個思維定勢氣體的收集方法適用氣體判斷依據(jù)舉例排水法不溶于水或難溶于水氣體分子的極性和性質(zhì)O2、H2、CH4等排空氣法上排空氣法密度大于空氣氣體相對分子量與空氣的平均相對分子量大小比較CL2、CO2、NO2等下排空氣法密度小于空氣H2、CH2CH2等排飽和溶液法在溶液中溶解度很小氣體分子的用途和性質(zhì)排飽和食鹽水法收集CL2建立了這樣一個思維定勢，要解答有關(guān)氣體收集方面的題目就簡單而且迅速了。思維定勢雖有積極的方面，但也存在消極方面。要克服思維定勢的負遷移，培養(yǎng)學生正確的思維方法，教師必