In the process of training, I think it is of great significance for students to deal with interpersonal relationships clearly. Establishing normal interpersonal relationships is an important embodiment of social civilization and progress, and handling interpersonal relationships well also reflects people's knowledge and cultivation. Interpersonal relationships are related to personal growth and success. Correctly handling interpersonal relationships between students has the following three functions:
I. Access to information
Zhuangzi said, "My life is limited, and so is my knowledge." . After all, there is a limit to what one can learn directly from books. In modern society, new information, such as the tide of Qiantang, is surging and endless. After establishing good interpersonal relationships through social interaction, people can get information quickly in various ways. The writer Bernard Shaw once said metaphorically: You have an apple, I have an apple, exchange with each other, and everyone has only one apple; If you have an idea, I have an idea, and exchange with each other, each of us will have two ideas. Compared with obtaining information from books, interpersonal communication has the characteristics of wider content, more direct channels and faster speed.
Second, you can know yourself and people.
Most of today's students are only children, and they have a strong sense of superiority since childhood. Only by comparing with others can they fully understand themselves. Without the object of communication or comparison, they will lose their ruler and mirror to measure themselves. If a student is withdrawn, aloof and lacks communication all day, then he will lack a "frame of reference" for his own understanding, and he will not find anything good or bad in others, so he can't adjust and improve himself.
Third, form a healthy psychology.
As a member of society, people have a strong need to get along with others. Through mutual communication, telling personal feelings, love, hate, fear and sadness will cause mutual feelings, thus psychologically generating a sense of belonging and security. When a student is frustrated in his study and life, he can get psychological counseling, be healthier physically and mentally, and study harder by talking to his intimate friends. Those who are withdrawn and unsociable often have more troubles and worries, and even affect their normal study and life.
To sum up, it is very important to cultivate students' interpersonal relationship. In the process of education and teaching, we should teach students the basic principles and methods of correctly handling interpersonal relationships, and give strategic guidance to optimize interpersonal relationships in order to form correct and good interpersonal relationships. Finally, I only list my two personal ideas for reference:
1, strengthen personality cultivation
To have a good interpersonal relationship, we must have a good personality quality, because personality defects are often the background factors that lead to psychological obstacles in interpersonal communication. In school education, we should strengthen the cultivation of students' personality quality. Generally speaking, people with excellent personalities such as generosity, magnanimity, modesty and enthusiasm, integrity and honesty have more harmonious interpersonal relationships; Narrow-minded, suspicious and hypocritical people are not easy to get along well with others.
Step 2 learn communication skills
Dealing with interpersonal relationships is a kind of ability and a kind of technology, which can be cultivated and improved through study and training. Such as increasing the frequency of communication. In addition to intense study, I might as well take the initiative to chat with my classmates, discuss some problems, exchange some views and deepen emotional ties. Usually I really care about my classmates. When other students want something from themselves, as long as it is a legitimate request, they should try their best to meet each other's requirements. When you see other students in trouble, you should take the initiative to help them. In addition, learn to be tolerant, courteous, cherish time and keep promises. It is also a skill to correctly handle interpersonal relationships.
Interpersonal communication and interpersonal relationship of teenagers
...... First, the characteristics of adolescent interpersonal communication
With the maturity of sex, the rapid change of physical development, the formation of self-awareness and the development of cognitive ability, teenagers are increasingly showing completely different characteristics from their childhood in interpersonal communication, and have established a new model in interpersonal relationship.
First, the characteristics of adolescent interpersonal communication
(A) the change of communication object
Due to the development of self-awareness and independence in adolescence, the focus of communication objects began to shift to peers, and the focus of feelings gradually shifted to close friends. Because the equal relationship with peers can provide parents with a sense of psychological stability, a sense of identity and opportunities and places to play their own initiative, share the same emotions, contradictions, troubles and difficulties among friends, and meet the needs of self-development through mutual help and respect. Junior high school is the peak period for students to make intimate friends. By the high school stage, teenagers have almost reached a period of rapid increase in making same-sex friends.
(b) Changes in the mode of communication
Teenagers feel uneasy and anxious psychologically because of the enhancement of self-awareness and the emergence of physical and mental contradictions. They need a place where they can talk about their troubles, exchange ideas, show themselves and keep secrets. At the primary school stage, gang-style communication can no longer meet this requirement, so the form of making friends began to pay attention to the characteristics of individual internal quality, and the content of communication gradually developed from the external level of activities to the internal level of understanding and experience. Their criteria for choosing friends mainly include the following aspects: (1) having the same interests and pursuits, (2) having the same pains and troubles, (3) having similar personalities, and (4) being able to understand each other in many ways. At this stage, the relationship between friends is very close, and the established friendship is relatively stable and lasting.
(C) the phased changes in the characteristics of choosing friends
Teenagers' choice of friends is based on their new understanding of the significance of making friends. The choice of adolescent friends is mainly centered on activities. As long as you get along well, you are friends. Friends should be absolutely loyal, honest and confidential, and abide by the principle of invisible partnership. Qi Xin rebuked his friend for his betrayal.
The friendship between teenagers in high school is much more stable and profound than that in adolescence. When choosing friends, they pay more attention to their inner qualities and interests, that is, emphasize each other's temperament, personality, ability and hobbies. At this time, teenagers' judgment and self-adjustment ability have been relatively improved, and they can seek common ground while reserving differences. Some unprincipled problems between friends will not affect the continuation of friendship. Due to the expanding interest and inner enrichment of teenagers, the communication field of high school students is much broader than that of teenagers, and they are more inclined to choose different friends to meet their different needs.
Interpersonal communication and interpersonal relationship of teenagers
...... First, the characteristics of adolescent interpersonal communication
With the maturity of sex, the rapid change of physical development, the formation of self-awareness and the development of cognitive ability, teenagers are increasingly showing completely different characteristics from their childhood in interpersonal communication, and have established a new model in interpersonal relationship.
First, the characteristics of adolescent interpersonal communication
(A) the change of communication object
Due to the development of self-awareness and independence in adolescence, the focus of communication objects began to shift to peers, and the focus of feelings gradually shifted to close friends. Because the equal relationship with peers can provide parents with a sense of psychological stability, a sense of identity and opportunities and places to play their own initiative, share the same emotions, contradictions, troubles and difficulties among friends, and meet the needs of self-development through mutual help and respect. Junior high school is the peak period for students to make intimate friends. By the high school stage, teenagers have almost reached a period of rapid increase in making same-sex friends.
(b) Changes in the mode of communication
Teenagers feel uneasy and anxious psychologically because of the enhancement of self-awareness and the emergence of physical and mental contradictions. They need a place where they can talk about their troubles, exchange ideas, show themselves and keep secrets. At the primary school stage, gang-style communication can no longer meet this requirement, so the form of making friends began to pay attention to the characteristics of individual internal quality, and the content of communication gradually developed from the external level of activities to the internal level of understanding and experience. Their criteria for choosing friends mainly include the following aspects: (1) having the same interests and pursuits, (2) having the same pains and troubles, (3) having similar personalities, and (4) being able to understand each other in many ways. At this stage, the relationship between friends is very close, and the established friendship is relatively stable and lasting.
(C) the phased changes in the characteristics of choosing friends
Teenagers' choice of friends is based on their new understanding of the significance of making friends. The choice of adolescent friends is mainly centered on activities. As long as you get along well, you are friends. Friends should be absolutely loyal, honest and confidential, and abide by the principle of invisible partnership. Qi Xin rebuked his friend for his betrayal.
The friendship between teenagers in high school is much more stable and profound than that in adolescence. When choosing friends, they pay more attention to their inner qualities and interests, that is, emphasize each other's temperament, personality, ability and hobbies. At this time, teenagers' judgment and self-adjustment ability have been relatively improved, and they can seek common ground while reserving differences. Some unprincipled problems between friends will not affect the continuation of friendship. Due to the expanding interest and inner enrichment of teenagers, the communication field of high school students is much broader than that of teenagers, and they are more inclined to choose different friends to meet their different needs.
Interpersonal communication and interpersonal relationship of teenagers
...... First, the characteristics of adolescent interpersonal communication
With the maturity of sex, the rapid change of physical development, the formation of self-awareness and the development of cognitive ability, teenagers are increasingly showing completely different characteristics from their childhood in interpersonal communication, and have established a new model in interpersonal relationship.
First, the characteristics of adolescent interpersonal communication
(A) the change of communication object
Due to the development of self-awareness and independence in adolescence, the focus of communication objects began to shift to peers, and the focus of feelings gradually shifted to close friends. Because the equal relationship with peers can provide parents with a sense of psychological stability, a sense of identity and opportunities and places to play their own initiative, share the same emotions, contradictions, troubles and difficulties among friends, and meet the needs of self-development through mutual help and respect. Junior high school is the peak period for students to make intimate friends. By the high school stage, teenagers have almost reached a period of rapid increase in making same-sex friends.
(b) Changes in the mode of communication
Teenagers feel uneasy and anxious psychologically because of the enhancement of self-awareness and the emergence of physical and mental contradictions. They need a place where they can talk about their troubles, exchange ideas, show themselves and keep secrets. At the primary school stage, gang-style communication can no longer meet this requirement, so the form of making friends began to pay attention to the characteristics of individual internal quality, and the content of communication gradually developed from the external level of activities to the internal level of understanding and experience. Their criteria for choosing friends mainly include the following aspects: (1) having the same interests and pursuits, (2) having the same pains and troubles, (3) having similar personalities, and (4) being able to understand each other in many ways. At this stage, the relationship between friends is very close, and the established friendship is relatively stable and lasting.
(C) the phased changes in the characteristics of choosing friends
Teenagers' choice of friends is based on their new understanding of the significance of making friends. The choice of adolescent friends is mainly centered on activities. As long as you get along well, you are friends. Friends should be absolutely loyal, honest and confidential, and abide by the principle of invisible partnership. Qi Xin rebuked his friend for his betrayal.
The friendship between teenagers in high school is much more stable and profound than that in adolescence. When choosing friends, they pay more attention to their inner qualities and interests, that is, emphasize each other's temperament, personality, ability and hobbies. At this time, teenagers' judgment and self-adjustment ability have been relatively improved, and they can seek common ground while reserving differences. Some unprincipled problems between friends will not affect the continuation of friendship. Due to the expanding interest and inner enrichment of teenagers, the communication field of high school students is much broader than that of teenagers, and they are more inclined to choose different friends to meet their different needs.