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","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/9789732/277051c0-33bd-11eb-ab91-69291d822d34__jpg.heic","img_width":1200,"text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/9789732/276c0c00-33bd-11eb-ab91-69291d822d34__jpg.heic","img_width":1200,"text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"text":" 王老师强调学校应该重视分层教学,进行通用学习设计,适当调整教学内容,将教学变得更加有趣,关注个体,惠及群体。他还将自己学校的教学经验拿出来分享,引起各位老师共鸣,老师们紧跟王老师的思路,积极参与讨论,交流感想。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/9789732/84744520-33bd-11eb-ab91-69291d822d34__jpg.heic","img_width":1200,"text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/9789732/84777970-33bd-11eb-ab91-69291d822d34__jpg.heic","img_width":1200,"text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"text":" 研讨会中,老师们进行提问,王老师进行回答。以下是研讨会中个案的详细分析。
Q:我们班有一位二年级的学生,平时非常爱表现自己,高度参与课堂,上课期间经常随意离开座位,说无关课堂的话干扰其他同学,面对这种情况该如何处理?
A:针对学生的情况,我有以下五点建议。1.制定标准。不能降低对其成绩的要求,却严格要求其行为端正。2.适当满足。例如安排一些任务满足其走动的需求,调节其兴奋水平。3.视觉提醒。用一些小卡片做到视觉图片提示,例如嘴巴安静的标记。4.自我管理策略。例如提问“你觉得能维持多久?到时间举手请示”,加强孩子时间概念。5.制定契约。要求学生必须完成任务才能休息,规定发言次数。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/9789732/db142c60-33bd-11eb-ab91-69291d822d34__jpg.heic","img_width":1200,"text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"text":" Q:我们班里有一位学生,冲动的时候就往外跑,喜欢敲东西影响课堂秩序,该怎么办才好?
A:学生注意力维持的时间比较短,原因可能在于课堂无法吸引自己,感觉到无聊。教师可以设计一些环节,例如做老师的助手、请学生上台回答问题,增加互动,让学生能参与进课堂。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/9789732/0d94caf0-33be-11eb-ab91-69291d822d34__jpg.heic","img_width":1200,"text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"text":" Q:我们班有一位学生,情绪烦躁的时候会打人,去医院检查后初步怀疑有阿斯伯格综合征。这位同学上课经常沉浸在自己的事情中,有时候会有敲玻璃,撕书等干扰其他同学的行为发生,老师喊他也听不见,有一些小意外就会激动地大哭,这种情况该如何处理?
A:首先,大多数阿斯伯格综合征的学生有个共性特点——刻板。这类学生不愿意离开固定场合,所以教师事情发生前需要提前预告。例如,这节课中有哪些活动,科任老师应先跟学生说明,等下会做什么事情,大概会用多少时间。其次,当发生敲玻璃等干扰性行为的时候,学生有可能是在追求听觉刺激。这个时候,教师可以利用课件里的音效、乐曲等方式,满足学生部分需要;同时应该限制学生的行为,例如抓住学生的双手,冷静严肃地看着学生,提醒其规范行为,维护好课堂秩序。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/9789732/355f4150-33be-11eb-ab91-69291d822d34__jpg.heic","img_width":1200,"text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"text":" Q:请问如果班级内有突发事件,例如学生突然大哭大闹要找东西,试图引起老师同学们的关注,怎么处理比较好?
A:首先,教师应放慢节奏,用提问的方式“发生了什么?是不是什么东西不见了?”安抚学生,不做结论性的陈述。其次引导学生“那怎么做呢?我们找一找可以吗?”帮助学生冷静下来。在学生大哭大闹的情况下,教师应该限制找东西的时间,确保课堂进度不会打乱。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/9789732/55f2a420-33be-11eb-ab91-69291d822d34__jpg.heic","img_width":1200,"text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"text":" Q:班级有学生注意力不集中该如何帮助?
A:第一,教师应调整自己的教学策略,对部分学生来说,课堂的内容有些许枯燥无聊,无法吸引学生注意。第二,教师可以加强和学生的互动,主动带领学生参与进课堂。第三,面对该学生设计一些注意力训练的个体化教学,从孩子兴趣点出发,例如用一些简单的游戏帮助学生提高注意力维持的时间。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/9789732/9ee961f0-33be-11eb-ab91-69291d822d34__jpg.heic","img_width":1200,"text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"text":" Q:我们班有学生具有攻击性行为,当别人指责自己的时候会打别人,平时也会主动挑衅他人,该如何处理?
A:首先,找出攻击行为的功能。学生不承认自己的错误的可能原因是在逃避惩罚,这个时候可以教学生换一种方式表达,例如开口告诉别人“你不要告状”,来代替其攻击性行为。其次,这类学生应该进行个体化辅导,训练其人际沟通和情绪管理技巧。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/9789732/e91d81c0-33be-11eb-ab91-69291d822d34__jpg.heic","img_width":1200,"text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/9789732/d481a0c0-33be-11eb-ab91-69291d822d34__jpg.heic","img_width":1200,"text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"text":" Q:我们班有学生曾有过一些高危行为,近段时间上课注意力不集中,且对老师的指令有抵触,而家长却要求教师严格对待,班主任该怎么办?
A:教师可以适当容忍学生的某些行为。分析学生问题行为的功能,是获得还是逃避,获得的话是获得实物还是某种刺激,明确行为反应链,通过明确学生的需求来制定相应的对策。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/9789732/2e172150-33bf-11eb-ab91-69291d822d34__jpg.heic","img_width":1200,"text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"text":" 王老师还提出了很多具体的建议和做法,老师们记了好几页的笔记,不住点头赞同附和,学到了满满的干货!
最后,刘芹老师代表全体老师对王老师表示感谢,并对王老师的发言进行总结,建议各位班主任老师将今天的收获融入到以后的班级管理和教育实践中,让每一个孩子都能够被看到、被善待,在爱的滋润下健康成长。研讨会结束后,大家强烈邀请王老师下次有机会再来我校进行个案督导。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"text":"
本次研讨会过后,相信各位老师能收获到满满的知识和能量,反思各自的课堂,进行新的调整和探索,为融合教育献出自己的能量!
文:刘芹 陈可茵
图:心理科组
审核:曾明媛
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","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/9789732/277051c0-33bd-11eb-ab91-69291d822d34__jpg.heic","img_width":1200,"text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/9789732/276c0c00-33bd-11eb-ab91-69291d822d34__jpg.heic","img_width":1200,"text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"text":" 王老师强调学校应该重视分层教学,进行通用学习设计,适当调整教学内容,将教学变得更加有趣,关注个体,惠及群体。他还将自己学校的教学经验拿出来分享,引起各位老师共鸣,老师们紧跟王老师的思路,积极参与讨论,交流感想。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/9789732/84744520-33bd-11eb-ab91-69291d822d34__jpg.heic","img_width":1200,"text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/9789732/84777970-33bd-11eb-ab91-69291d822d34__jpg.heic","img_width":1200,"text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"text":" 研讨会中,老师们进行提问,王老师进行回答。以下是研讨会中个案的详细分析。
Q:我们班有一位二年级的学生,平时非常爱表现自己,高度参与课堂,上课期间经常随意离开座位,说无关课堂的话干扰其他同学,面对这种情况该如何处理?
A:针对学生的情况,我有以下五点建议。1.制定标准。不能降低对其成绩的要求,却严格要求其行为端正。2.适当满足。例如安排一些任务满足其走动的需求,调节其兴奋水平。3.视觉提醒。用一些小卡片做到视觉图片提示,例如嘴巴安静的标记。4.自我管理策略。例如提问“你觉得能维持多久?到时间举手请示”,加强孩子时间概念。5.制定契约。要求学生必须完成任务才能休息,规定发言次数。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/9789732/db142c60-33bd-11eb-ab91-69291d822d34__jpg.heic","img_width":1200,"text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"text":" Q:我们班里有一位学生,冲动的时候就往外跑,喜欢敲东西影响课堂秩序,该怎么办才好?
A:学生注意力维持的时间比较短,原因可能在于课堂无法吸引自己,感觉到无聊。教师可以设计一些环节,例如做老师的助手、请学生上台回答问题,增加互动,让学生能参与进课堂。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/9789732/0d94caf0-33be-11eb-ab91-69291d822d34__jpg.heic","img_width":1200,"text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"text":" Q:我们班有一位学生,情绪烦躁的时候会打人,去医院检查后初步怀疑有阿斯伯格综合征。这位同学上课经常沉浸在自己的事情中,有时候会有敲玻璃,撕书等干扰其他同学的行为发生,老师喊他也听不见,有一些小意外就会激动地大哭,这种情况该如何处理?
A:首先,大多数阿斯伯格综合征的学生有个共性特点——刻板。这类学生不愿意离开固定场合,所以教师事情发生前需要提前预告。例如,这节课中有哪些活动,科任老师应先跟学生说明,等下会做什么事情,大概会用多少时间。其次,当发生敲玻璃等干扰性行为的时候,学生有可能是在追求听觉刺激。这个时候,教师可以利用课件里的音效、乐曲等方式,满足学生部分需要;同时应该限制学生的行为,例如抓住学生的双手,冷静严肃地看着学生,提醒其规范行为,维护好课堂秩序。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/9789732/355f4150-33be-11eb-ab91-69291d822d34__jpg.heic","img_width":1200,"text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"text":" Q:请问如果班级内有突发事件,例如学生突然大哭大闹要找东西,试图引起老师同学们的关注,怎么处理比较好?
A:首先,教师应放慢节奏,用提问的方式“发生了什么?是不是什么东西不见了?”安抚学生,不做结论性的陈述。其次引导学生“那怎么做呢?我们找一找可以吗?”帮助学生冷静下来。在学生大哭大闹的情况下,教师应该限制找东西的时间,确保课堂进度不会打乱。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/9789732/55f2a420-33be-11eb-ab91-69291d822d34__jpg.heic","img_width":1200,"text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"text":" Q:班级有学生注意力不集中该如何帮助?
A:第一,教师应调整自己的教学策略,对部分学生来说,课堂的内容有些许枯燥无聊,无法吸引学生注意。第二,教师可以加强和学生的互动,主动带领学生参与进课堂。第三,面对该学生设计一些注意力训练的个体化教学,从孩子兴趣点出发,例如用一些简单的游戏帮助学生提高注意力维持的时间。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/9789732/9ee961f0-33be-11eb-ab91-69291d822d34__jpg.heic","img_width":1200,"text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"text":" Q:我们班有学生具有攻击性行为,当别人指责自己的时候会打别人,平时也会主动挑衅他人,该如何处理?
A:首先,找出攻击行为的功能。学生不承认自己的错误的可能原因是在逃避惩罚,这个时候可以教学生换一种方式表达,例如开口告诉别人“你不要告状”,来代替其攻击性行为。其次,这类学生应该进行个体化辅导,训练其人际沟通和情绪管理技巧。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/9789732/e91d81c0-33be-11eb-ab91-69291d822d34__jpg.heic","img_width":1200,"text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/9789732/d481a0c0-33be-11eb-ab91-69291d822d34__jpg.heic","img_width":1200,"text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"text":" Q:我们班有学生曾有过一些高危行为,近段时间上课注意力不集中,且对老师的指令有抵触,而家长却要求教师严格对待,班主任该怎么办?
A:教师可以适当容忍学生的某些行为。分析学生问题行为的功能,是获得还是逃避,获得的话是获得实物还是某种刺激,明确行为反应链,通过明确学生的需求来制定相应的对策。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/9789732/2e172150-33bf-11eb-ab91-69291d822d34__jpg.heic","img_width":1200,"text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"text":" 王老师还提出了很多具体的建议和做法,老师们记了好几页的笔记,不住点头赞同附和,学到了满满的干货!
最后,刘芹老师代表全体老师对王老师表示感谢,并对王老师的发言进行总结,建议各位班主任老师将今天的收获融入到以后的班级管理和教育实践中,让每一个孩子都能够被看到、被善待,在爱的滋润下健康成长。研讨会结束后,大家强烈邀请王老师下次有机会再来我校进行个案督导。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"text":" 本次研讨会过后,相信各位老师能收获到满满的知识和能量,反思各自的课堂,进行新的调整和探索,为融合教育献出自己的能量!
文:刘芹 陈可茵
图:心理科组
审核:曾明媛
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