在组织学习心理学的过程中,著名的“罗森塔尔效应”在我县广大教师中引起强烈反响。许多同志从自己的切身体验中,举出各种具体事例,生动地说明“教师的信任与爱”确能“鼓起学生智力、情感、个性顺利发展的风帆”。同时,也有不少同志谈到,由于自己的急躁、粗暴和不慎,而导致了罗森塔尔“负效应”的产生。某校有个五年级的小学生,曾先后三次私自离校出走,最远的一次经徐州跑到山东滕县,直到当地公安机关用电话与该校联系后,才通知家长专程到滕县带回。当我们问这个学生为什么要出走时,他伤心地说:“我成绩不好,老师都不喜欢我,同学也不跟我玩……我爸爸脾气坏,老师动不动就打电话、捎条子去告状……”还有些学校的毕业班老师,为了片面追求升学率,对差生处处“另眼看待”,甚至在临考前采用各种方式进行“劝退” In the process of organizational learning psychology, the famous “Rosenthal effect” aroused strong repercussions in the vast number of teachers in our county. Many comrades, from their own personal experience, cite various concrete examples vividly demonstrating that “teachers 'trust and love” can indeed “provoke a smooth sailing of students' intelligence, emotions and personalities.” At the same time, many comrades also spoke of Rosenthal's “negative effect” as a result of his irritability, brutality and carelessness. A school has a fifth grade pupils, has three privately leaving school, the furthest once ran to Teng County, Shandong Province, until the local public security organ by telephone contact with the school before informing parents to make a special trip to Tengxian bring back . When we asked why the student had to leave, he sadly said: “My grades are not good. The teachers do not like me and the students do not play with me. My dad is temper, and the teacher calls at will and takes notes to complain ... ... ”There are also some graduating class teachers in schools, in order to unilaterally pursue the rate of enrollment, students everywhere“ look differently ”, or even in the provisional exam before using a variety of ways to“ exhort ”