“柳暗花明又一村”——浅议如何帮助学生顺利渡过声乐学习停滞期

学生在进入大学后的声乐学习过程中，通常会出现不同程度的学习停滞期，主要表现为：声乐学习会出现停滞不前的状态，无法调整好声音状态的平衡，对声乐学习失去信心，无法与老师配合好。作为老师，就需要帮助学生尽快地走出学习停滞期，树立信心，培养学生良好的心理素质，挖掘出他们的最大潜力，让学生尽快地进入学习的自然稳定阶段，更好地找到自己的状态，提高自身的演唱水平。

高校大一新生学习“停滞”现象问题的研究及对策

文章探索了我国大一新生入学后学习的普遍现象、学习的主动性和自觉性意识，通过探索大一新生在学习思想意识方面普遍存在的“停滞”现象，分析了产生此不良现象的原因并针对此现象提出了消解的措施。从中学到大学环境的转变，大学新生在很多方面面临着不适应，学习特点的变化造成学习方法上的不适应，学习环境的变话造成学习心理上的不适应，学习制度的变化造成学习意识的不适应，学习生活的变化造成人际关系的不适应。如此一系列的不适应，让刚刚进入大学校园的孩子们在学习进行中，面临了重重困难和诸多问题。

试论学习品质训练

本文从提高学生学习效率及促进学生整体素质优化的角度。

Effect of behavior training on learning and memory of young rats with fetal growth restriction

Objective: To investigate the effect of behavior training on the learning and memory of young rats with fetal growth restriction (FGR). Methods: The model of FGR was established by passive smoking method to pregnant rats. The new-born rats were divided into FGR group and normal group, and then randomly subdivided into trained and untrained group respectively. Morris water maze behavior training was performed on postnatal months 2 and 4, then learning and memory abilities of young rats were measured by dark-avoidance testing and step-down testing. Results: In the dark-avoidance and step-down testing, the young rats’ performance of FGR group was worse than that of control group, and the trained group was better than the untrained group significantly. Conclusion: FGR young rats have descended learning and memory abilities. Behavior training could improve the young rats’ learning and memory abilities, especially for the FGR young rats.

找准自己的弱点

正他在兄弟姐妹中排行第五,生性害羞,外号"大妹"。因为害羞,其他小朋友玩,他只能在旁边看着。更要命的是,他仿佛有种学习停滞症,始终无法把自己的精力用到读书上,上课5分钟后就完全失去了注意力,而对教室外面发生的一切都一清二楚。结果他换了两所高中,还是没能考上大学。为了圆大学梦,他从早到晚甚至夜里都死啃书本,终于考上了东海大学。可是进了大学后,他的学习停滞症再次爆发,成绩一塌糊涂。