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学生的学习成绩由50分提高到55分,是一种进步;由80分提高到81分,也是一种进步。而事实上,受到表扬的是后者而不是前者,前者因为没有达标而受到批评。在以分数为考查手段的应试教育愈演愈烈的今天,整个社会都拖入了这个漩涡里。教师因为学生的成绩没有达标而焦虑,家长为了孩子成绩的上不去而担心,学生因为自己的成绩不好而自暴自弃。埋怨声、批评声、打骂声不绝于耳。在这种情况下,赏识教育应运而生。笔者从心理学、教育学的层面,论述了赏识教育的激励原理,阐述了赏识教育是一种全民教育的观点,呼唤教育需要赏识,教育发挥赏识,并从可操作性的角度提出了赏识教育的一些做法。
It is a kind of progress that the student’s academic record improves from 50 to 55, and the improvement from 80 to 81 is also an improvement. In fact, the latter were praised rather than the former, who were criticized for failing to meet the standards. Today’s exam-oriented education, which is based on the test of scores, intensifies today. The entire community has been dragged into this whirlpool. Teachers are anxious because their grades are not up to standard. Parents are worried about their grades, and students give up on themselves because of poor grades. Complain, criticize the sound, scolding voices. In this case, appreciation education came into being. From the psychology, pedagogy, the author expounds the incentive principle of appreciation education, expounds that appreciation education is a kind of universal education point of view, calling for education to appreciate, education to play appreciation, and from the operability point of view, appreciation education Some of the practices.