【正文】 子真誠的話語中，我獲得了許多寶貴的意見，所以在后來的班會上，我說：“老師很感謝你們提出的寶貴意見，從今以后，我一定做一個你們滿意的老師：有愛心，正直好學，富有創(chuàng)新精神的授課能手，教學工作做出改進。反過來，我也向你們提出老師心目中的學生形象，是同樣有愛心，懂得自尊、自愛和尊重別人。” 從那以后，我與學生的距離更近了，孩子們經(jīng)常向我傾訴內(nèi)心的酸楚、 快樂?? 我曾這樣寄語我的學生們：“同學們，我是過去，你們是未來；我 17 是一片樹葉，你們是整個森林；我是一支蠟燭，你們是熊熊火炬；我是一條小溪，你們是黃河、長江??相信我們每一位同學都擁有美好的明天??” 二、以活動為載體，營造個性發(fā)展的空間 心理學家皮亞杰也曾指出：活動是人的認識、智慧、思維發(fā)生、發(fā)展的機制。通過活動能使學生得到豐富和發(fā)展。因此，我非常注重從開展活動入手，以活動為載體，以活動的形式、內(nèi)容為依托，為學生創(chuàng)設個性發(fā)展的空間，營造和諧、寬松的班級氛圍，寓教于景、于樂、于形。 １、 創(chuàng)設有特色的班級文化 ① 、舉行主題鮮明的班隊活動。按照“建設團結(jié)向上班集體，營造和諧健康新環(huán)境”的工作思路，本學年我班開展了“好大一棵樹”的主題班會。在這次活動中，無論設計、組織，我都讓學生自己去思考，去實踐。調(diào)動全班同學的積極性，使他們普遍感到：這是我們自己的活動，我們要動腦筋想辦法，在活動中顯身手，顯才華。 在活動中，同學們圍繞主題，主動查找資料，搜集圖片。同學們自制綠樹葉，繪制“地圖樹”，自己寫詩??，體現(xiàn)了集體智慧的交融。通過這次活動，同學們受到感染和熏陶，思維受到開拓、發(fā)展，增強了集體凝聚力和學生的使命感，又豐富了他們的 精神世界，呼喚了愛與真誠。 ②、巧用教室空間。兩周一期的板報，以突出的主題，多彩的板 18 塊，成為班中亮點；墻壁上“我真棒 小巧手”里圖文并茂的手抄報，意境深遠的美術(shù)作品，相映成趣；“植物園”中的一棵棵幼苗在全班師生的呵護下茁壯成長??這些構(gòu)筑著學生理想的“文化大餐”形成班內(nèi)一道亮麗的風景線。 ２、開展社會實踐活動，勇當社會小主人 在學習《地球就診記》后，學生自發(fā)地組織了環(huán)保小分隊，如今，“環(huán)保小衛(wèi)士”們正在行動著：收集廢紙、廢棄電池、撿塑料袋；號召村民節(jié)約水資源；全班同學利用課余時間進行調(diào)查了解社會用字情況， 并向有關(guān)部門提出如何規(guī)范社會用字的建議。 走出校園，走進社會，關(guān)注社會，不僅沒有影響學生的學習，反而增強了他們的社會責任感，豐富了社會知識，增長了閱歷，找到了學習的立足點。 有人說，每個人的心靈深處都有一汪清泉，一切美的情感都源于此，但要有一定的動力激蕩它。我就是以“豐富的情感和活動”為動力，調(diào)動學生積極、健康的因素，促進學生的個性發(fā)展。現(xiàn)在，我班在班風、班貌方面受到全校師生的交口稱贊，教學成績在全鎮(zhèn)范圍內(nèi)也一直名列前茅，我班也連續(xù)多次被評為?！皟?yōu)秀班級體”。今年，我班又被評為保定市 “優(yōu)秀班級體”，賈康 麗同學被評為保定市“優(yōu)秀少年”，我個人也連續(xù)兩年受到縣政府嘉獎。不過，成績再輝煌，也已經(jīng)成為過去。望前方，情長路更長。今后，我將繼續(xù)追求探索，努力創(chuàng)設學生全面發(fā)展的育人環(huán)境，讓每一個學生都有輝煌的明天！ 19 請刪除以下內(nèi)容， O(∩ _∩ )O 謝謝?。。? The term autism refers to a cluster of conditions appearing early in childhood. All involve severe impairments in social interaction, munication, imaginative abilities, and rigid, repetitive behaviors. To be considered an autistic disorder, some of these impairments must be manifest before the age of three. The reference book used by mental health professionals to diagnose me ntal disorders is the Diagnostic and Statistical Manual of Mental Disorders , also known as the DSM. The 2021 edition of this reference book (the Fourth Edition Text Revision known as DSMIVTR ) places autism in a category called pervasive developmental disorders . All of these disorders are characterized by ongoing problems with mutual social interaction and munication, or the presence of strange, repetitive behaviors,interests, and activities. People diagnosed with these disorders are affected in many ways for their entire lives. Description Each child diagnosed with an autistic disorder differs from every other, and so general descriptions of autistic behavior and characteristics do not apply equally to every child. Still, the mon impairments in social interaction, munication and imagination, and rigid, repetitive behaviors make it possible to recognize children with these disorders, as they differ markedly from healthy children in many ways. Many parents of autistic children sense that something is not quite right even when their children are infants. The infants may have feeding problems, dislike being changed or bathed, or fuss over any change in routine. They may hold their bodies rigid, making it difficult for parents to cuddle them. Or, they may fail to anticipate being lifted, lying passively while the parent reaches for them, rather than holding their arms up in return. Most parents of autistic children bee aware of the strangeness of these and other behaviors only gradually. Impairments in social interaction are usually among the earliest symptoms to develop. The most mon social impairment is a kind of indifference to other people, or aloofness, even towards parents and close caregivers. The baby may fail to respond to his or her name being called and may show very little facial expression unless extremely angry, upset, or happy. Babies with autism may resist being touched, and appear to be lost in their own world, far from human interaction. Between seven and 10 months of age, most infants often resist being separated from a parent or wellknown caregiver, but these infants may show no disturbance when picked up by a stranger. Other children with autism may be very passive, although less resistant to efforts by others to interact. However, they do not initiate social interaction themselves. Still others may attempt to engage with adults and peers, but in ways that strike others as inappropriate, or odd. In adolescence and adulthood, some of the higherfunctioning individuals with autistic disorders may appear overly formal and polite. They may react with little spontaneity, as if social interaction doesn39。t e naturally or easily to them, and so they are trying to follow a predetermined set of rules. Some individuals with autism have normal intelligence, and many have special talents in areas such as music or memory. However, individuals with autism may have other mental or emotional problems that coexist with their autism. Some of these other disorders may include impulse control disorders, obsessivepulsive disorder , mood and anxiety disorders, and mental retardation . PSYCHOLOGICAL AND FAMILY FACTORS. Although Henry Maudsley, in the late 1800s, was the first psychiatrist to focus on very young children with mental disorders, it was the psychiatrist Leo Kanner who coined the phrase early infantile autism in 1943. Kanner believed that the parents of children with autistic behaviors were emotionally cold and intellectually distant. He coined the term refrigerator parents to describe them. His belief that parental personality and behavior played a powerful role in the development of autistic behaviors left a devastating legacy of guilt and selfblame among parents of autistic children that continues to this day. Recent studies are unequivocal, however, in demonstrating that parents of autistic children are no different from parents of healthy children in their personalities or parenting behaviors. In fact, many families with an autistic child also have one or more perfectly hea