“自律”相对“他律”而言,是自己对自己施加行为约束的准则,它是在“自我监控”的条件下实现的。而“自我监控”则相当于在个人心中树立一位导师,以随时提醒自己:在什么条件下,应该怎样去做。 过去,教师把维持课堂纪律单纯地看作是保障教学目标有效达成的手段,而从表面上看起来,幼儿似乎又总是表现出只能由教师来“管束”的他律状态。因此,从外部对幼儿的行为进行监察和调控,就成了教师维持课堂秩序的唯一出发点。 现在,在培养自主自律的人格 “Self-discipline” is a criterion for exercising self-restraint on one’s own relative to “other’s law”. It is implemented under the condition of “self-monitoring.” Self-monitoring, on the other hand, is equivalent to setting up a mentor in the heart of an individual to remind himself at any time: under what conditions, what should he do? In the past, teachers regarded the maintenance of classroom discipline simply as a means of ensuring the effective achievement of teaching objectives. On the face of it, it appears that young children always appear to always have the same appearance of being disciplined by teachers. Therefore, monitoring and controlling the behavior of young children from the outside has become the only starting point for teachers to maintain order in the classroom. Now, in cultivating autonomous personality