article: Zhang Yanwen
How to help first-grade children understand what "exam" is? What should I do if my child can’t finish writing every exam? How children view exams depends on their parents' attitude. Four problems that trouble parents of lower grade children will help you understand effective countermeasures to accompany your children to face exams.
Q: How to help first-grade children understand what "exam" is?
A: Before facing the first period of the test in life, the teacher had taken the child with him several small exams, and he also knew the rules, including: you cannot read textbooks during the exam, and there are time limits for the exam. The content of the first-year exam is not difficult and the scope is not large. Basically, as long as you follow the teacher's progress, there will be no big problems.
's current evaluation method is also more diverse than when we grew up. For example, many small sections of the exam will use the method of passing the mark to evaluate children's ability to "consider" and "speech" phonetic notes. Let the child take the exam easily first, and discuss with the teacher if there are any questions after the exam. If you are still worried, you can find a review for the public to let your child know the test questions, what is filling, what is Lianlian View, etc.
Q: What should I do if my child can’t finish writing every exam?
A: First confirm whether he "can't write" or "can't write it". If you can't write, you must find out where he is stuck and help him. If you don’t have time to write, it may be because of slow development or lack of examination strategies.
Each class will have one or two cognitive learning problems, but children who write very slowly have slow muscle development and struggle to hold the pen. They will be the same as everyone in a year. If you find that your child is slow, you can first talk to the teacher. Experienced teachers usually give him more time to finish writing.
Another situation is that if a child encounters a question, he will get stuck and he will not have time to write the next question. Or, the concentration of lower grade children is generally very short-term, and it is difficult to sit down and finish a test paper. What he needs is the test strategy.
Q: The child has no problem with his understanding and expression, but he was a mess after the exam. He connected the questions of "Lianlian" into "drinking" movies, "watching" gifts, and "giving" drinks. What's going on?
A: If a child knows what "Lianlian" is, and his expression and understanding are smooth in daily life, he is likely to have difficulty in reading comprehension.
"Reading Comprehension Disorder" is a type of "learning disability". Children with reading comprehension disorders can speak fluently, cope normally, and copy beautifully, but they cannot understand the words when they encounter them.
This is also the positive meaning of the exam: find the child’s learning difficulties and help him. Each class has one or two children with special learning needs. It’s not that they cannot learn, but they are not suitable for mainstream learning methods. He understands it when he chants Mandarin exams, and there is no problem with learning mathematics. If he can find the right way, he can actually do a good job. The school has resource classes that can help make judgments.
Q: Should I give a reward for my child’s excellent grades?
A: Try not to do so. Many psychological studies have shown that excessive external rewards can undermine the intrinsic motivation for active learning.
When you set 98 points to get a gift, it will make your child feel that studying is for a gift. It will ignore the fact that 97 points are actually as good as 98 points, and ignore the acquisition of the exam process. So he scored 97 points and got good results, but he was unhappy. He might even cry, jump, and cheat for that point.
If you want to reward, the standard should not be "score", but "work". For example, after studying hard and preparing for the monthly exam, the whole family will go to a restaurant for dinner, or set up a "weekend cinema" to watch a movie together.
Less material rewards and more "social rewards", such as praise, smile, hug, attention, etc. For example, when a child is very happy after getting 98 points, you can tell him: "Mom sees you are very happy because you work hard. Mom is also very happy because mom sees you very happy." Let the child feel that your happiness is because of him, not because of his score.
Family with more than two children, the award for the exam should be more careful, otherwise it will easily lead to a comparison of the siblings.There must be someone who is good at exams. When you give your brother a reward, the younger brother who is poor at exams can easily feel: "Brother is good at exams, and my mother loves him more."
The way Chen Wenru, a teacher at Zhuangjing Primary School in Kaohsiung City, is that after each monthly exam, the whole family will go to the restaurant as a "comfort ceremony." At this time, she would find an opportunity to chat with the child: "I can see that my brother is a little sad. Do you think you didn't do well in the exam?" Give the child the opportunity to talk about his feelings or difficulties, and he would not feel bad because he didn't do well in the exam.
Chen Wenru emphasized that when we consider whether to give rewards when our children are good at the exam, don’t ignore it. Children who are bad at the exam need your encouragement.
Many parents use rewards to help their children create learning motivation. Huang Lunfen, deputy executive of Youyuan Foundation, believes that it’s okay to give some small prizes, but when giving material rewards, please affirm his ability and the part he did well.
For example, a child who can't always make a decision and finishes the test papers as promised, and his scores are also improved compared to before. When giving gifts, you must let him know: "It seems that you have this strength."
The Provost Affairs Office of the Political University Zhan Zhiyu suggested several ways to improve his learning motivation: 1. Find the points that he has motivation to induce him to do more; 2. Arrange his successful experience; 3. Set the difficulty. Tasks that are too easy to obtain or too difficult to complete are not good goals. Each task has about 70% chance of success and 30% chance of failure. It is the most suitable challenge. It takes a while to develop motivation. Overcoming difficulties is also a motivation.
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