“教师应当是心理医生”是现代教育对教师的新要求，特别是班主任！现代教育的发展要求教师“不仅仅是人类文化的的传递者，也应当是学生心理的塑造者，是学生心理健康的维护者”。作为一名心理保健工作者，也许不是一个班主任的主要任务，然而作为一班之“主”的班主任，能否以科学而有效的方法把握学生的心理，因势利导地促进各种类型学生的健康成长，将对教育工作成败有决定性的作用。我当教师2０多年来，做过多年的班主任工作。我觉得班主任如同一个演员，应该善于扮演各种角色，换句话说，班主任应该是个多面手。就拿我自己来说吧：在学生印象中，有时是“严师”、有时是“慈母”、有时是“朋友、玩伴”。
“The teacher must be psychologist” is the modern education to teacher's new request, specially teacher in charge! Modern education's development requests the teacher “is not only the human culture transmission, must be the student psychology shaper, is the student psychologically healthy vindicator”. As a psychological health care worker, is perhaps not a teacher in charge's primary mission, however takes a class of it “the host” does the teacher in charge, whether grasp student's psychology by the science and the effective method, adroitly guides action according to circumstances promotes each type student's healthy development, will have the decisive function to the educational work success or failure. I have worked as teacher 20 for many years, have done many year teacher in charge work. I thought that the teacher in charge is similar to an actor, should be good at playing each kind of role, in other words, the teacher in charge should be a versatile or well-rounded person. On took me: Sometimes sometimes sometimes in the student impression, is “the strict teacher”, is “the loving mother”, is “the friend, the playmate”.
如考试，我要求学生把每次小考都当作大考对待，对于那些考试作弊的学生，一律按学校规章严惩不贷。我不仅手腕硬，而且眼光也严厉。在课堂上，我只要用眼睛扫一下，喧闹的课堂会立刻鸦雀无声；某学生思想开小差，注意力不集中，我盯他一眼，他会惭愧得无地自容。毕业走出了校门的学生，一有机会和我交谈，他们总是怯怯地说：读书时就怕你的那双眼睛。当然，我的所谓“严”，并非如暴君一样喜怒无常，使学生诚惶诚恐，动辄得咎，而是尽可能通情达理，使学生心服口服。大概我是女教师的缘故吧，在学生心目中我更是一位慈母。这也难怪，几十位家长把他们的孩子交给我，我自知责任重大，不敢有半点懈担每天从打起床铃到打就寝铃，我大都在教室里、走廊上、办公室陪伴着他们，如果有学生旷课、精神不振、缺交作业，这些在别人看来不足挂齿的小事，无不牵挂着我这个班主任的心。
If takes a test, I request the student to treat as each time the midterm exam the term examination treatment, cheats the student regarding these tests, all presses the school rules and regulations to punish mercilessly. My skill is not only hard, moreover the judgment is also severe. In classroom, I, so long as sweeps with the eye, makes noise the classroom can immediately the complete silence; Some student thought is absent-minded, the attention is not centralized, I stare at his one, he will be ashamed feels too ashamed to be in public. The graduation went out the school gate student, as soon as has the opportunity and I talks, they always timidly said: Studies when fears your that eye. Certainly, my so-called “strict”, like the tyrant is subject to changing moods equally by no means that causes the student to be in reverential awe, not puts a foot right, but as far as possible is reasonable, causes the student to be sincerely convinced. I am probably female teacher's reason, in the student mind I is a loving mother. This also no wonder, several dozens guardians give me theirs child, me know oneself the responsibility to be significant, does not dare to have the least bit negligent load from to hit every day gets out of bed the bell to hit the sleeping bell, I on the classroom, the corridor, the office am accompanying them mostly, if has the student to ditch school, low-spirited, lacks hands over the work, these look like the minor matter which in others is not worth mentioning, is worrying all my this teacher in charge's heart.
其实，我的学生也着实惹人喜爱。我常用爱抚的眼光望着他们读书，做作业，下棋，打篮球，踢毽子；也常利用课余时间为带干菜的学生热菜；寒冷时，我把家里的衣服拿出来给衣服单薄的学生穿；学生生活有困难时，我尽可能地解囊相助；学生生病时，我总是悉心照料……有时候，我放下“严师”、“慈母”的架子，与学生打成一片，十分投入地做他们的朋友。周末晚会，学生唱歌，我也唱。假日爬山，饭后散步，我与学生三五成群，有说有笑。平常，我把自己喜欢的文章推荐给学生看，特别好的文章拿到班上念，念到高兴处，教室里总是笑声不断。有时候，我也挺身而出给学生当回“保镖”。有一次，社会上一伙人敲诈我班上一个学生未得逞，他们就到学校里指名要打他。当时我正好在常在情况未明之际，我首先用身体护住我的学生，再同他们讲理。可能他们没料到女教师也这么勇敢，也可能自知理亏，他们纠缠了一阵便灰溜溜地走了。更多的时候，我是一位专门诊治学生思想上的小毛病以及疑难杂症的医生。班主任有一项更重要而又更细致的工作，就是对学生进行思想品德教育。要做好这项工作，离不开班主任的以身作则、言传身教和正面引导，但更需要班主任学会中医“望闻问切”，以便及时发现和诊治学生的思想，我已习惯在不动声色中对学生察颜观色，从全班看似正常的状态中发现某个学生的异常举动。一次，班上一个男生每节课后总要进厕所，直到打上课铃才匆匆跑出来。我觉得不正常，问他是不是拉肚子，他支支吾吾不正面回答。第二天仍然如此。我派班干部进厕所察看，原来那个男生躲在厕所里吸烟，把他喊来旁敲侧击一问，竟查出个与他有关的盗窃团伙。还有一次，我发现有个女生上课时精神萎靡不振，每天往传达室信箱翻看信件。当时直觉告诉我，这个女生可能在谈恋爱。晚饭后，我单独邀她去散步。经过我耐心细致的诱导和帮助，她终于说出了心中的秘密，走出了青春期的迷惘。
In fact, my students did favorite. I looked at common vision foreplay their reading, assignments, playing chess, playing basketball, Diejianzi; often use after school hours for students with dried vegetables Recai; cold, I take the clothes home to the flimsy clothes to the students wear; student life difficult, I am as much as possible Jienangxiangchu; students sick, I always taken good care of…… Sometimes, I put aside "strict teacher", "Mother" hangers, and students became committed to do what they friends. Weekend nights, the students sing, I sing. Mountaineering holidays, meal Walking, I with the students in small, Weishuiweixiao. Usually, I would like to recommend their favorite articles to the students, especially good class articles get read, read happy, always laughter in the classroom. Sometimes, I have to stand up when the students return to "The Bodyguard." Once, the community and his gang extortion class a student I did not succeed, they will fight to the schools he named. At that time, I happened to be in the situation is not often that occasion, I would like to physically Huzhu my students, then with them unreasonable. Perhaps they did not expect such a courageous female teachers may also be aware of the wrong, they will Huiliuliu struggle for a while and left. More often, I am a student ideologically specialized treatment of small illnesses and incurable diseases doctor. There is a teacher more important and more detailed work will be carried out on the ideological and moral education of students. To do this work, the teacher can not be separated from the lead, and their words and deeds and positive guidance, but more need to learn Chinese teacher, "Wang Wen asked all" in order to timely detection and treatment of the students thinking, I have been accustomed to students in quietly in Review Yen of color, from the seemingly normal class in the state of a student found the unusual activity. Once, a class of boys to each class into the toilet until the fight was hastily Shangkeling come out. I feel normal, asked him not diarrhea, he Qiqiwuwu no direct answer. The next day remains the case. I sent class cadres into the toilet to see, the original boys hiding in the bathroom smoking, he shouted to a Bangqiaoceji asked, and he has uncovered a gang-related theft. Another time, I found that there is a spirit of dispirited girls in class every day to read letters Chuandashi mail. At that time, my intuition tells me that this may in the girls falling in love. After dinner, I invited her to walk alone. I patiently and carefully through the induction and help, she finally say to him a secret, out of the adolescent confusion.
前不久，有人预言心理疾病将是21世纪之患，有关调查表明，当前中小学生中存在心理问题和心理障碍的比例也相当高。1998年天津师大教育学院对1782名中学生的调查表明，有心理问题的比例平均为35.31%，有明显问题的比例为16.72%。而笔者在从事班主任期间也深刻体会到许多学生在行为表现中成表现的种种异常如：好动、多话、厌学、打架等并不是单纯的品行问题，而往往是由心理问题引起的，因此，将班主任工作与心理健康教育相结合，显得尤为重要。特别是对下面几类的学生：情绪方面的极不稳定，喜怒无常。意志方面一般为忧柔寡断、虎头蛇尾，自制力差，易受暗示。性格方面的因素是中学生心理问题中较为典型的一种，一般表现为自私狭隘型，或自大自负型，或自卑怯懦型，又或者是青春期综合症。即：中学生进入青春期后，随着生理的发育发展，心理上也发生变化。一些学生情感上有了纠葛，情绪变得不安和烦躁，有时感到孤独、忧虑和苦闷，抑称为青春烦恼；从某个时候起很快失去学习的兴趣和意志，打不起精神听课，称为青春抑郁，还有青春期幻想与所谓的“早恋”的问题等。尽管心理问题产生的原因尽管十分复杂，但由于中学生心理的可变性与可塑性、过渡性与动荡性等特点，因此只要班主任有的放矢地加以正确地引导、扶持、帮助和教育，这些学生所谓心理问题是能够得以纠正与调整的。对症下药，开展良好的集体活动是对学生进行心理健康教育的有效途径之一，因为良好的集体活动是富有教育力和感染力的课堂，它能使学生在活动中消除心理障碍，相互沟通，它能使师生在互动中产生潜伏的积极影响，同时它还有利于教师在活动中发现问题，解决问题。如：针对一部分学生缺乏恒心、毅力、对学习存在惰性，从而使他们智力因素受到极大束缚的特点，我开展了“学习为了什么”、“磨砺坚强的意志”等主题班会，帮助学生制定了不良学习习惯治疗卡，制定了系列监督机制，并配合“学习竞争伙伴”、“进步之星”，经验交流会等活动，使学生的自信心和积极性得到极大提高，在活动中，非智力因素对智力因素起到动力、定向、引导、维持、调节、控制和强化的作用，一定程度上抑制了学习两极分化的局面。而针对一部分学生以自我为中心、冷漠、自私的心理特点，我又先后开展了“我班的故事”，让每个学生寻找、发现本班的故事，让每个学生共同创作班歌，唱班歌，共同参与班级公约的撰写与讨论，让学生与兄弟班开展辩论赛、拔河比赛、篮球赛等，在活动中，学生开始变得热情，开始团结，开始互相关心帮助，整个班集体开始形式较强的凝聚力。还可用“笔谈”的方式——开启学生心理的钥匙。我发现，要想了解学生的内心世界，，要想进行有效的心理疏导，笔谈比个面谈更加行之有效（特别对于一部分特殊生而言）。例如：
Not long ago, it was predicted that mental illness is the scourge of the 21st century, the survey showed that the current primary and middle school students in psychological problems and psychological obstacles to a very high proportion. 1998 Tianjin Normal University's Institute of Education on the 1782 survey showed that students have psychological problems an average of the ratio of 35.31%, the proportion of evident problems for 16.72 percent. Engaged in the class teacher and the author during a profound appreciation for the behaviour of many students in a performance of the various anomalies such as: active, and more, weariness, the fighting is not just a behavior problem, and is often caused by psychological problems, Therefore, the class teacher will work with the integration of mental health education, it is particularly important. Below are several special categories of students: a very emotional instability, moody. Will generally little to worry Sophie broken, inadequate, poor self-control, that vulnerability. Personality factors is the secondary psychological problems in a more typical, the general performance of the narrow selfish or arrogant own type, or inferiority of cowardice, or adolescent syndrome. Namely: students enter adolescence, with the development of physiological, psychological, have also changed. With some students emotional disputes, anxiety and irritability become emotional, and sometimes feel lonely, anxiety and depression, suppression trouble as youth from starting some time soon lose interest in learning, and the will to Dabuqijingshen classes, as Youth depression, and adolescent fantasy and the so-called "Puppy Love" and so on. Although the cause psychological problems although very complicated, but because of the variability of students with mental plasticity, and the volatility of the transitional characteristics, as long as the class teacher to be targeted correctly guide, support, help and education of these students is the so-called psychological problems can be corrected and adjusted. Right, in the collective activity is a good student mental health education one of the effective ways, because good education was a collective activities and influence of the classroom, which enables students to remove psychological barriers activities, communicate with each other, it in the interaction of teachers and students can have a positive impact on the potential, but it is also beneficial to teachers found in the activities and solve problems. Such as: part of students for lack of perseverance, determination, learning there inert, so that they are great intelligence factor binding characteristics, I launched the "learning to what" and "sharpen strong will" Zhudibanhui to help students develop a bad study habits treatment card, developed a series of supervisory mechanisms, and in line with the "competitive learning partners," and the "progress of the star," activities such as the exchange of experience so that students self-confidence and enthusiasm greatly improved, activities, the non - intelligence on the intelligence factors play a dynamic, orientation, guidance, maintenance, regulation, control, and strengthening the role of, to some extent, curbed the situation of polarization study. The response of students to self-centered, cold, selfish, psychological characteristics, I also have launched the "I class the story," so that each student to find, found that the story of Benban, each student created classes of common song, and sing Song of classes to participate in the drafting of the Convention and class discussion to allow students to classes and brothers debate competition, the tug-of-war competitions, basketball game, in the activities, students become warm and begin to begin solidarity, mutual concern and help start, the whole class started form strong social cohesion. Also "writing" approach - the key to open the student's psychological. I found that, in order to understand their inner world, in order to carry out effective psychological counseling, writing more effective than a interviews (particularly for Health part of a special case). For example:
曾有这么一个女学生，成绩优异，能力强，却过于要强，一次在“交心本”中她谈到自己竞选班长落选后的看法，我随即也在交心本中写了一封诚恳的回信，其中信的末尾我是这么写的“一个人衡量能力的大小不在于职位的高低，只有输得起的人才可能赢得真正的人生，虽然每个人都有自己的利益得失，然而与年龄不相称的衡量得失实在是最大的悲哀。”此后这个女学生有了很大程度的改变。也曾有一个男生曾经为自己迷恋某个女生而陷入矛盾和痛苦中，我也给他回了一段话：“欣赏别人人的同时，不是要你忘了自我。与其匆匆涉入爱河，不如静静等待成长，干任何事都要有一个高的起点，爱情也一样。我始终相信，当你事业成功的时侯，幸福就会来临。”事后我又反复与该生进行了交流，最后该生终于平稳地渡过那个悸动的阶段。
Had such a female student, outstanding, ability, and far too eager to excel, one in the "behaving I am ingratiating myself of this" campaign in which she talked about his views after the squad lost, I was behaving I am ingratiating myself this is a sincere wrote in the letter, one letter at the end so I wrote, "the ability of a person to measure the size of the level of jobs is not only the talent to win Shudeiqi real life, although everyone has their own interests and gains and losses, but not commensurate with age Hengliangdeishi it is the greatest tragedy. "After the female students have a large degree of change. Boys also had a fascination with a girl for themselves to be trapped in contradictions and pain, I also gave him back to a paragraph: "At the same time enjoy the people, not to forget your self-control. Involvement in love with the rush, as quietly waiting for the growth of stem anything ought to have a higher starting point, and love is the same. I always believe that when you successful when Hou, happiness will come. "Subsequently, I repeatedly carried out with the student exchanges, the last of Health finally smooth out that Jidong stage.
在对学生进行心理疏导时，无论是个别面谈，还是笔谈都必须注意几个原则：平等性与民主性原则，师生间的民主与平等，才可能产生依赖与信任的力量；共情原则，注意倾听，设身处地的去理解学生的各种内心感受，并将其表达出来，与学生产生共鸣；保密性原则，只有在这个前提下，学生才有可能毫无顾忌，畅所欲言。心理健康教育不是班主任工作的全部内容，若想对学生进行心理健康教育，严格意义上，必须配合一定的心理健康课程与学校专门的心理咨询措施，但是作为一名班主任，结合心理健康教育来开展德育工作，又是必要和有效的。
In psychological counseling of students, whether it is individual interviews, or writing must pay attention to a few principles: equality and democratic principles, the teachers and students of democracy and equality, it may have to rely on and trust the force of the principle of the situation, Attention to listen, put ourselves in the students to understand the various feelings, and to express, resonate with the students; confidentiality principle, only in this prerequisite, students can be cynical and spoke freely. Mental health education is not all the work of the teacher, if the student mental health education, the strict sense, we must meet certain mental health curriculum and the school specialized psychological counseling measures, but as a teacher, combine to carry out mental health education Moral work, but it also is necessary and effective.
德育教育必须面向每一个学生，使他们都能在受教育的过程中学会自尊并尊重他人。这就要求我们要真正落实学生的主体地位，把学生推到前台，让他们成为德育的主角，发动学生去收集德育素材。其次，把握选材的典型性，榜样的力量是无穷的。如苏霍姆林斯基所讲：“只有能够激发学生去进行自我教育的教育，才是真正的教育，真正的教育也只有当学生有自我教育的要求时方能实现。”我们最终是要通过德育活动过程，检验学生真正接受了多少，是否转化为自己的行为，达到知事、明理、导行的作用。当然，在班级的管理、教育中，注重教育的活动性是防止学生超限逆反的一个重要原则。个性是在活动中形成的，只有在各种活动中才能更准确地了解学生的个性品质，也只有在各种活动中才能改善和发展学生的个性品质。健康丰富的活动可以调动学生的主体参与意识，可以培养学生健康高尚的审美情趣，可以引导他们塑造自己美好的心灵，建造班集体良好的学习环境。这里，必要的说教和灌输是绝对不可偏废的，我们所需要的只是把说教和组织各种活动紧密地结合起来。教育是改造人的思想、净化人的心灵的工作，教育者要和风细雨，循循善诱。但是，说服教育不是万能的，对一些特殊事件，必须猛击一掌，使当事者猛然醒悟。在某种特殊的情况下，当对方执迷不悟、一意孤行、胡搅蛮缠、大吵大闹的时候，正确地采取某种强硬措施，适当地发挥心理震慑的作用，就会为顺利地进行品德教育开辟道路，能收到一定的教育效果。但是，在实施心理震慑时，一定要把握分寸，决不能滥用，更不能把它视为灵丹妙药，必须注意以下几个问题：首要的是：运用心理震慑决是要建立在说理的基础上，以理服人，才能让人真服。但必须要给被教育者一定的强刺激，使其头脑猛醒。另外，运用心理震慑，即要考虑眼前起到的作用，更要考虑以后造成的后果。作为教育工作者，决不能用吓、打、压的办法解决眼前的一些问还可运用心理震慑应同学生所犯错误的性质、程度相适应，不能一味地滥用心理震慑的手段，要严禁借一般事情侮辱学生的人格或采用体罚手段，这样只会起相反的作用。当然，心理震慑必须有集体舆论的支持。有时明明学生错了，还坚持不认错，有些学生也认为他做得对，这时心理震慑的效果就不大。面对这种情况，应该先做大多数学生的思想工作，使犯错误的学生心理上感到孤立，然后进行心理震慑才能见效。在思想品德教育中，心理震慑是一种不得已的手段，当犯错的学生冷静下来，教师的谈心、沟通工作一定要跟上，只有这样，才能真正起到品德教育的作用。在师生关系中，班主任要做情感投资的主动者，要毫不吝惜地“关心、爱护、尊重”学生。在日常学习和生活中，班主任要做发掘积极因素的有心人。对同学中的积极因素应及时给予恰如其分的表扬与肯定，使学生感受到班集体的温暖，并由衷地热爱自己班级，加强师生情感的凝聚力，更有效地激励班主任搞好工作。
Moral education must be for every student, so that they can receive education in the process of self-esteem and learn to respect others. This requires us to really implement the dominant position of the students, the students pushed to the front of the stage, so that they become the protagonist of moral education, moral launch students to collect material. Secondly, the selection grasp typical, example of the boundless power. If Suhuomulinshiji speech: "Only able to motivate students to conduct self-education education is the real education, the real education is self-education students only if the request can achieve." We eventually be Moral activities through the process of testing and truly accept the number of students, whether into their own behavior, to the governor, sensible, guided role. Of course, the class management, education, the emphasis on education is to prevent the activities of the students gauge Converse is an important principle. Personality in the form of the event, only in various activities can be more accurate understanding of the quality of individual students, and only in a variety of activities in order to improve and develop their personality quality. Health rich activities that can be mobilized to participate in the main body of students, students can train health lofty aesthetic taste, and can guide them to shape their own beautiful soul, and the construction of class a good learning environment. Here, the necessary preaching and indoctrination is definitely not neglected, and we need is to preach and organize various activities closely together. Education is the transformation of people's thinking, clean up the work of the people's soul, to Hefengxiyu education, patience. However, persuasion and education is not a panacea, and for some special events, we must hit screen so that the parties are suddenly awakened. In certain exceptional circumstances, when other stubborn, obstinate manner, vexatious, kicked up a row when the right to take some tough measures, appropriate to play the role of psychological deterrent to would be carried out smoothly to pave the way for moral education, to receive certain educational effect. However, in psychological deterrent to the implementation, we must grasp the sense of propriety, and must not be abused, it can not be regarded as a panacea, we must pay attention to the following issues: the first is: use of psychological deterrent to the summary is to build on the basis of reasoning, persuasive arguments, people can really serve. However, it must be educated, must give strong stimulus to the minds wake up. In addition, the use of psychological deterrent to that the need to consider the role of the eyes, to consider the consequences of the future. As educators, can in no way threatened, fought, and the pressure to solve some immediate question should also apply psychological deterrent to students with the mistakes of the nature and extent of adaptation, can not be a means of deterring psychological abuse, it is necessary to strictly prohibited by what an insult to the general student's personality or the use of corporal punishment means, it will lead to a contrary effect. Of course, there must be collective psychological deterrent to the support of public opinion. Students sometimes obviously wrong, but also do not adhere to admit, some students also think that he has done right, then the effect of psychological not deter large. Faced with this situation, it should be produced the majority of pupils and ideological work, so that mistakes students feel psychologically isolated, and then take a psychological deterrent to achieve tangible results. In the ideological and moral education, psychological deterrent to a last resort, when the fault of students to calm down, the teachers talk, the communication must keep up with, only in this way can we truly played the role of moral education. In the relationship between teachers and students, the class teacher to do the emotional investment initiative, who generously to the "care, love and respect" students. In the day-to-day life and study, the teacher positive factors to be done to explore the heart. The students should be positive factors in a timely manner to appropriate recognition and affirmation, the class so that students feel the warmth and heartfelt love for their own classes, teachers and students to strengthen the cohesion of emotion, more effective incentives for teacher success in work.
“人非草木，孰能无情”，情感激励在班主任队伍建设中也起着举足轻重的作用。对班主任工作的情感激励是多方面的：不仅有来自领导的，来自学生的，还有来自教师的，来自家长的，来自班主任自己家庭的，来自社会的方方面面的，学校领导及上级教育主管部门要深入细致地研究、探讨班主任工作的规律，从多方面多渠道发掘促进班主任做好工作的情感激励因素，让班主任老师自觉愉快地工作。如：“目标激励——事业的凝聚力。”和“物质激励——待遇的吸引力。”物质利益是人类生活的重要保证。马克思曾经指出：人们为之奋斗的一切与他们的物质利益有关。关心人们的物质利益，就是要不断地满足人们的基本生活资料，物质生活耐用品，文化耐用品的需要。物质利益也是激发人的主动性最具实效的激励因素，当然也是班主任队伍建设的保障。在班主任队伍建设中，不仅要注意在目标、责任、情感上激励班主任，更需注意把物质激励和以上的精神激励有效地结合起来，以最大限度地发挥激励的作用。
"Non-vegetated, Shutai ruthless", emotional motivation in the class teacher in the building of the contingent also plays a pivotal role. On the work of the teacher emotional incentive is multifaceted: not only from the leadership, from students, and also from the teachers, from parents, from the teacher of their own family, from all sectors of society, schools leadership and the higher level education authorities to be thorough and meticulous study on the work of the law teacher, many more channels to promote teacher to explore the emotional incentive to work, teachers consciously teacher happily work. Such as: "target incentive - the cause of cohesion." And the "material incentives - the attractiveness of treatment." Material interests is an important guarantee for human life. Marx pointed out that: People have been fighting with all their material interests. Concerned about people's material interests is to continuously meet the people's basic means of subsistence, material life of durable goods, durable goods and cultural needs. Material interests also inspired the initiative of the most effective incentive, of course, is the protection of the building of the contingent teacher. Class teacher in the building of the contingent, we should not only pay attention to the objectives, responsibilities, the emotional incentive teacher, the more necessary to pay attention to material incentives and encourage the spirit of the above integrate effectively, in order to maximize the incentive to play the role.
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