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1.
在体操教学中大学生或多或少存在畏惧心理，这种心理产生于主客观两方面因素，其形成具有基本特征。为帮助学习有效解除畏惧心理，可采取切实可行的步骤与方法予以实现。 相似文献
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体育教学在某些项目的学习中,部分学生畏惧心理很重,有的因身体素质较差,掌握技术、技能慢,还有的学生胆怯、犹豫,过低估计自己力量等,而产生畏惧心理。怎样排除学生的畏惧心理呢?本文从五个方面谈谈自己的看法。 相似文献
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一直以来,作文占据着高考语文的半壁江山,受到极大的重视与关注。但教师厌教、学生怕写的事实,长期困扰着我们的语文教学。在新课改背景下,如何改变学生对写作的畏惧心理已成为作文教学不可回避的问题。笔者试图借助现代教学理论,结合自己多年的教学实践,提出自己的一些看法。一、培养学生热爱写作的兴趣改变高中生畏惧写作的前提是培养学生的写作兴趣。兴趣是学生学习的巨 相似文献
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在高校足球教学中学生或多或少存在畏惧心理,本文试图就学生存在的主观因素和客观因素在学习足球基本技术时产生畏惧心理的原因、特征及消除畏惧心理等方面进行分析,其目的是促进学生更好地掌握足球基本技术,提高教学质量,实现教学目标。 相似文献
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许多大学生在跨栏跑训练中具有畏惧心理,在客观上给跨栏跑教学增加了不少难度.产生畏惧心理的原因有多方面,其中以技能欠缺情况下不良情绪叠加因素尤为突出.应对此因素可以通过运用激励教育、演示教学、表象训练、动作评估等教学手段,使学生对跨栏概念明确,动作要领清晰,从而消除畏惧心理,提高教学效果. 相似文献
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杨军 《喀什师范学院学报》2005,26(Z1):133-134
从教育心理学的角度,分析了中小学学生对作文为难情绪产生的原因,提出了中小学语文教学尤其是提高学生作文兴趣,克服为难、畏惧心理的新理念和具体方法. 相似文献
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李亚军 《中国科教创新导刊》2013,(13):241-241
大学生在跨栏跑教学中存在畏惧心理的现象很普遍,为了更好地完成教学任务,实现教学目的,本文分析了产生畏惧心理的原因、特点和消除畏惧心理的方法。 相似文献
10.
对教师来说,在语文教学过程中,最难的就是教学生写作文;对学生来说,最畏惧是写作文。教师应该如何帮助学生消除写作畏惧的心理呢？笔者根据多年的教学实践,谈谈自己的体会。 相似文献
11.
大学生学业拖延现状及原因研究 总被引：1，自引：0，他引：1
采用Solomon＆Rothblum的学业拖延量表（PASS）调查目前大学生学业拖延的情况,以及影响大学生学业拖延的主要原因。结果发现目前大学生总体上拖延程度不高,但仍有部分同学报告有较高频率的学业拖延行为;通过因子分析,“害怕失败”、“反抗”、“厌恶任务”、“依赖”、“缺乏自信”、“时间管理”和“害怕成功”是大学生学业拖延的主要原因。 相似文献
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Verónica S. Valentinuzzi Daniel E. Kolker Martha Hotz Vitaterna Elenice A. M. Ferrari Joseph S. Takahashi Fred W. Turek 《Learning & behavior》2001,29(2):133-142
We examined context-dependent and tone-cued fear conditioning during the activity and rest periods of C57BL/6J mice. Wheel-running activity was measured continuously as a marker of circadian phase. To control the effects of light on the response, the animals were kept in a skeleton photoperiod (two 15-min light pulses per day, indicating the beginning and the end of the day). Half the animals were trained and tested for context-dependent fear conditioning 2 h after the morning light pulse; the other half were trained and tested 2 h after the evening light pulse. Animals were tested every 24 h for 5 days to analyze the conditioned response and the rate of extinction. They were then trained for tonecued fear conditioning at the same time and tested for 5 consecutive days. A significant difference between the morning and the evening groups was observed in the conditioning level and extinction rate of context-dependent fear conditioning, but not in tone-cued fear conditioning. These results suggest a modulating effect of the biological clock on the context fear-conditioning pathway. 相似文献
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曹萍 《阜阳师范学院学报(社会科学版)》2000,(6)
莎剧不仅塑造了众多不朽的人物形象,也塑造了一系列令人难忘的鬼魂。本文探讨了莎剧中鬼魂产生的历史、文化背景,分析了世俗鬼在剧中的重要作用,并首次提出班柯的鬼魂是从麦克白的犯罪动机中萌发出来的,是恐惧的延伸。 相似文献
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《Journal of College Student Psychotherapy》2013,27(1):73-75
Individuals with social phobias fear evaluation of their performance in social situations. They have a simultaneous need for self-control and for the acceptance and approval of others. Due to the frequency of evaluation of performance in the university setting, students are an especially vulnerable group. Being conscientious and often perfectionistic, their overwhelming fear of disapproval or failure in specific social situations is accompainied by autonomic fear responses and a despair of never finding a coping technique. In this paper suggestions are made for attitudinal change and for both some well-known and orginal techniques for behavior revision. A special psychotherapeutic style is suggested which is appropriate for working with students during the relatively brief period of time they are in college. 相似文献
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以前滚翻为例的中上难度的项目是高职体育教学中常见的,对发展学生的协调性、柔韧性、灵敏性有很好的作用,同时也培养学生勇敢、果断的心理品质。但在体育教学中往往需要克服自身的心理,特别是女生更容易产生恐惧心理,需要她们去克服。在高职体育中上难度项目教学中女生如何积极克服恐惧心理对提高体育教学质量会起到积极的帮助作用。 相似文献
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情绪识别是近年来情绪心理学研究领域中日趋引人注目的主题。本研究采用眼动记录技术探讨四种基本情绪的眼动特征。结果发现：大学生在识别基本情绪快乐、恐惧、悲伤、愤怒时,注视次数和平均注视时间差异不显著;最大瞳孔距离和平均瞳孔距离差异不显著;总注视时间差异显著,其中识别愤怒、悲伤情绪所需要的总注视时间较长,而识别恐惧的总注视时间最短。 相似文献
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Interpretation of emotion from facial expressions in children with and without learning disabilities
The accuracy and time required for children with and without learning disabilities to interpret emotions when restricted to information from facial expressions, and the accuracy of those interpretations, were investigated. Ninety-six children participated; an equal number of males and females were included in both learning categories and age levels. Accuracy and response time on a modified version of Pictures of Facial Affect were recorded for the emotions of fear, sadness, surprise, anger, happiness, and disgust, as well as for the entire task. Three-way ANOVAs revealed children with learning disabilities to (a) be less accurate interpreters of emotion and (b) spend more time identifying specific emotions. Both age and sex influenced response time: Younger subjects required more time to interpret the emotions of fear and anger; males spent more time interpreting happiness. Younger females with learning disabilities displayed difficulty in interpretation, and older children with learning disabilities (particularly males) were rapid, but often inaccurate, interpreters of emotion. 相似文献
18.
Food as a contextual cue in counterconditioning experiments: Is there a counterconditioning process?
In three experiments, counterconditioning was found to reduce fear less effectively than extinction. In Experiments 1 and 2, the resistance to extinction of avoidance was greater if food was given during extinction of fear to the CS than if no food was given, even when exposure to the CS and numbers of food and no food confinement trials were equated. It is suggested that these results could be attributed to contextual control of fear extinction by the food cue and/or to frustration produced by removing food for the counterconditioning group. Experiment 3 also found counterconditioning to be less effective than extinction and provided evidence that this difference occurs because of contextual control of fear extinction by the food cue. Measuring conditioned suppression of licking, in a test with no food present, less fear was shown if no food had been present during fear extinction, and greater fear was shown if no food had been present during fear conditioning. These results indicate that food is an important part of the context controlling fear and fear extinction. It is suggested that there may be no unique counterconditioning process. Rather, when counterconditioning procedures are employed, rules governing interference paradigms in general may apply. Thus, in a test for fear following counterconditioning, fear will be shown to the extent the test situation is similar to that in which fear conditioning occurred rather than that in which fear reduction occurred. 相似文献
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经典恐惧条件化是研究情绪学习记忆的重要动物模型;条件化恐惧消退是一主动的、新的学习过程而非原有恐惧记忆的简单遗忘.目前,对于恐惧消退神经机制的了解还远滞后于恐惧条件化本身.本文综述了近年来条件化恐惧消退神经机制研究的主要成果,重点对前额叶与杏仁核在恐惧消退中的作用进行了讨论. 相似文献
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当代电影中表现恐惧心理的电影越来越多,当代电影其实就是当代社会和当代人恐惧心理的影像表达。电影的心理起源与恐惧有着深刻的关联,它源于人类内心深处的＂木乃伊情结＂,满足了人们试图超越恐惧而实现永恒的梦想。电影思维是以蒙太奇为主要手段的视觉形象思维。而恐惧的产生就来自于影音造意等丰富可视的直观画面,它以以往任何一种艺术形式都未曾实验过的语言方式来表达当代社会和当代人恐惧心理。与其他艺术相比,电影影像对恐惧心理的表达的确有不可替代的优势。 相似文献