在我们的课堂上经常听到老师这样表扬学生:“你读的真棒!”“你做的真好!”“你真聪明!”“你说得真好!”……老师之所以这么做,其出发点是好的,是为了鼓励学生更好地学习。可是这样简单的赞扬的评价,虽然也有激励作用,但指向性不强,久而久之只会流于形式,没有一定的针对性,究竟好在哪里?棒在何处?聪明在什么地方?学生无从知道。这样的评价虽然能暂时性地提高学生的自信,但由于学生不明白到底好在哪里,为什么受到表扬,更甚 In our classrooms often hear the teacher praising students like this: “You read awesome! ” “You did a good job! ” “You’re so smart! ” "... The reason why teachers do this is that the starting point is good, in order to encourage students to learn better. However, such a simple appraisal of praise, although also motivational, but not strong, over time will only be mere formality, there is no certain relevance, where is the good? Where is the good? Where is the smart? Students do not know . Although such evaluation can temporarily enhance students’ self-confidence, since students do not understand exactly where they are and why they are praised,