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在我国基础教育课程改革中,赏识教育和激励性评价逐渐被广大教师所认同和采纳,表扬作为激励学生的手段在日常教学中越来越受到重视,并被广泛运用。表扬的举措正在深入教育的每个角落,但表扬的激励效果却没有彰显出来。相反,在教育实践中,教师实施表扬的良好初衷与表扬所产生的实际效果常常会出现明显的反差:学生对教师的表扬无动于衷,有的甚至产生怀疑、逆反的情绪。如有的学生把教师的表扬认为是“哄小孩”,是“控制学生的‘软招’”,还有的学生因惧怕教师表扬带来的人际压力而“躲避”教师的表扬。
In the curriculum reform of basic education in our country, appreciation education and motivational evaluation have gradually been recognized and adopted by the majority of teachers. Praise as a means to motivate students has received more and more attention in daily teaching and has been widely used. Praise measures are being carried out in every corner of education, but the incentive effect of praise has not been demonstrated. On the contrary, in the practice of education, there is often a clear contrast between the good intentions of the teachers for praise and the actual effects of praise: Students are indifferent to the teacher’s praise, and some even generate suspicion and rebellious emotions. For example, some students regard the teacher’s praise as “babbling” and “controlling students’ ‘soft tricks,” and some students “elude” the teacher’s praise for fear of interpersonal pressure brought about by the teacher’s praise.