很多班主任在处理学生问题时,只关注问题本身,辛辛苦苦、语重心长地动之以情、晓之以理,结果却是在一次次强化学生的问题。这样做不但不能促进学生成长,反而不断给学生贴上一些负面的标签,如“屡教不改”“不思进取”等,形成恶性循环,致使学生自信心越来越差,学习动力越来越弱,甚至厌学。2005年以来,我系统地学习了神经语言程序学、精神分析学等朾关理论,并学以致用,通过正面引领,实现了从关注学生问题到关注效果的转变。 When dealing with the students’ problems, many class teachers only pay attention to the problems themselves. They work hard and make earnest efforts to move their hearts to truth and knowledge. The result is to reinforce the students again and again. This will not only fail to promote students ’growth, but will continue to give students some negative labels, such as “no education, no reform”, etc., resulting in a vicious circle that will make students’ self-confidence worse and worse. Weaker, or even tired of learning. Since 2005, I have systematically studied the theory of neural language programming, psychoanalysis and other related theories and learned to apply it. Through positive lead, I realized the change from paying attention to students’ problems to paying attention to the effect.