As a teacher, I am strongly self-centered, and others should obey my inclination. These children are mostly the result of being spoiled by their parents. They only have themselves in mind and are unwilling to accept others. (2) Don't trust classmates or others. They don't have many or irregular friends in the class, so it is difficult to make new friends. (3) Have the consciousness of making friends with classmates, but lack the skills of making friends. Have friends, but not close enough. These problems of making friends are providing basis and direction for us to carry out specific work. (2) Specific practices 1. Create communication opportunities and strengthen the sense of friends (collective perspective). Children will imitate each other and take care of each other in the collective. Teachers actively use the role of collective field, consciously and carefully design some activities with the theme of "making friends", and use "positive reinforcement" to strengthen students' concept, ability and method of making friends correctly. Here are just a few examples: (1) "Praise my new deskmate" often changes seats in class. In order to get familiar with the small deskmate as soon as possible, make friends with each other and live in harmony, I ask the children to observe and understand their new deskmate within a week, find out his advantages and see who makes friends with the deskmate first. Children explore the advantages of their deskmates through various channels. In the form of tabloids, teachers also provide them with opportunities to communicate in class. The classmate is young and sits with a classmate who has a conflict. At first, he often found fault with his deskmate. But after this activity, she commented on his deskmate like this: "I especially don't like my new deskmate before." I never thought of making friends with him. Now, I find that he has a kind heart. I was ill on Monday. He took the initiative to take care of me, poured me water and served me rice. I am very touched. Later, I found out that he also loved labor and was once rated as a "small model worker". I'm glad that he is sitting with me now. We study and play together. I don't agree with anyone who wants him to go! "Now they are good friends." Finding advantages "is a two-way process. They appreciate and praise each other and get to know each other, laying a good foundation for further friendship. (2) The friends of "Good News" are all distinguished guests. For children who have made friends, we should consciously guide them to better consolidate their friendship. You can design some related activities. For example, the "friend complex" is reflected in the "good news meeting". Every student who gets a good news meeting should take the initiative to invite a friend to attend. During the activity, friends can be exhibitors' assistants, or they can be participants to announce good news for their friends. In order to express congratulations and thanks, friends sincerely shook hands and hugged, and the scene was really touching. This arrangement has two purposes: to strengthen students' ability to remember the important role of friends when they succeed, and to let friends share their happiness with you. Invited friends will naturally feel grateful in their hearts, feel proud of being recognized and valued by their friends, silently form a desire to continue to associate with this friend, and strive to strengthen friendship. In addition, there are activities such as "I do something for my friends" and "Dr. Friends", all of which are carefully designed by teachers to make friends. 2. It is very effective to carry out scientific correction for different friends (from the perspective of individual groups) and educate students with poor friends by using scientific behavior correction theory and methods. (1) Self-centered regulation of self-consciousness. For the objection raised by the partner, the unacceptable child's measure of friends is unilateral. In the process of making friends, they value how others treat me, not how I treat others. This kind of communication is immature, and it is difficult to make regular friends. For such students, we should first guide them to "introspect". Ask him to analyze the internal causes of "talking" about making friends. Only when he realizes his own problems can he adjust himself. Step 2: Learn to accept the love of others. The teacher arranged a classmate with strong ability to make friends for him as his goal of making friends and encouraged him to make friends records himself. When he can patiently listen to what others think of him, he can draw a small red flag on the appointment record. Doing so can reduce the chance of conflict with others. The teacher regularly asks him about his recent friends and instructs him on some communication skills. Once he is found to have made progress, he should be praised in time to enhance his confidence in continuing to make friends. Step 3: Encourage him to take the initiative to do something for this classmate and give others help and care. At the same time, it was praised and affirmed by good news. Step 4: Encourage him to take the initiative to ask the classmate if he can establish a friend relationship. If he can, he will succeed in making friends. You can also encourage him to make more friends with others. Through such guidance and help, children can re-examine their past words and deeds, and through step-by-step guidance, let him realize that friends are interacting with each other. "Good friends are not shadows, they only accompany you when the sun is shining; A good friend is a crutch and always supports you in an emergency. " Friends should do this to themselves and to their friends. This is the embodiment of true love. (2) Summing up the skills of making friends Good communication skills are beneficial for students to maintain long-term friendship with friends. Middle-grade students should be able to master some skills of making friends: ① Language Skills Rule 1: The language should be clear and specific. Avoid misunderstanding to friends because of vague expression. When making a decision, make clear the purpose, explain the truth and avoid conflicts with friends. So as to gain the recognition and trust of the small partners and be willing to cooperate again. Rule 2: Use words reasonably, seek truth from facts and never exaggerate. You never play with me, you never help me, you never ┄ ┄ ┄ ┄ ┄ ┄ ┄ ┄ ┄ ┄ ┄ ┄ ┄ ┄. "I'll give you an eraser tomorrow" and "Ask me if I can do it". Once you say it, you can't just say it without doing it, so as not to cause resentment and distrust among friends. Learning to listen can make others feel respected and appreciated. One advantage of listening to others is that your friends will respect you more and be willing to make friends with you. When using this listening skill, we should also pay attention to: be sincere and concentrate; Encourage with actions or short words when appropriate to show your understanding of your friends; If you understand what others say, you should also give accurate feedback. Only in this way can we enhance the effectiveness of the skill of "listening". 3 communication skills in a strange environment There is such a situation: at the beginning of school, a new classmate came to the class, and the children were complete strangers. After the new classmate introduces himself, children who are willing to make friends with him can introduce themselves and express their willingness to make friends with him. If they want to get to know their new classmates, they can also ask him questions at will, such as "What do you like to eat?" "What books do you like to read?" Wait a minute. In the communication, children get to know and be known quickly. After class, some students took the initiative to find him to play, and soon he had friends in the class. This is to tell children that if they want to make friends with others, they must first open themselves up and let others know about you. The other party will also show their feelings and ideas while trusting you, so as to achieve sincere communication. That is, what psychologists call "openness can produce openness" has a two-way effect.

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