一、案例回顾2012年春,我担任初三年级某班班主任,由于马上面临中考,学生、老师的压力都相当大,一切围绕能考进几个达标中学这个硬性指标转。班主任最怕的是这一阶段学生的学习情绪出现变化,出现不稳定,这将直接影响整个班级的学习气氛。然而最让我担心的事情还是发生了,临近泉州市质检时,班上平时学习认真,有望考进一级达标的刘某却积极性不高,上课经常若有所思,课外作业敷衍了事,经常违反班级纪律:上课迟到,晚自习爱讲话,成绩直线下降,成绩排到年段倒数几名。刘某以前学习积极性比较高,有着明确的学习目的和目标,学习上遇到不懂的也会向老师、同学请教。他学习成绩虽然不是很好,但一直较稳定,在班上达到中等成绩,和师生融洽相处。是不是由于学习压力过重,导致其对学习产 First, the case review In the spring of 2012, I served as a class teacher in the third grade. As I was confronted with the mid-term examinations, the pressure on the students and the teachers was quite high. All this turned around the hard target that I could test into a few middle schools. Class teacher is most afraid of this phase of student learning mood changes, instability, which will directly affect the entire class learning atmosphere. However, what worries me the most is still happening. When Quanzhou Quality Inspection is approached, the class usually studies earnestly and is expected to pass the first-grade standard. However, Liu is not very enthusiastic, and class often thinks thoughtfully and extra-curricular homework is perfunctory Often violated class discipline: Late class, night study love speech, grades plummeted, results ranked to the last few paragraphs. Ryu previous enthusiasm for learning is relatively high, with a clear purpose and purpose of learning, learning to meet do not know will also be to teachers, students advice. Although his academic performance is not very good, but has been relatively stable, to achieve medium grade in class, and teachers and students get along well. Is it because of over-pressured learning that causes it to learn to produce?