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2000年左右,我在课堂上实验周弘先生的“赏识教育法”。我的具体做法是:以语言鼓励和发放小奖品为主来激发学生的学习热情,只要学生回答问题,无论对错都有小奖品,都会得到表扬。开始几周,实验进行得很顺利,学生们的积极性被充分调动,课堂气氛活跃,学生们争先恐后地抢答问题,拿到礼物后都很兴奋,师生关系也极为和谐。“课堂创新活动成功了!”我不禁洋洋自得起来。可是,过了一段时间,学生们对那些小礼物的兴趣渐渐消退,有的学生说:“我都得到好几个玻璃球了,没意思。”课堂上,学生们踊跃回答问题的情
Around 2000, I experimented with Mr. Zhou Hong’s “Appreciation Education Law” in the classroom. My concrete approach is to motivate students’ enthusiasm for learning mainly by encouraging and giving small prizes in the language. As long as the students answer the questions, there are small prizes, whether they are right or wrong, they will be praised. In the first few weeks, the experiment went very smoothly, the enthusiasm of students was fully mobilized, the atmosphere in the classroom was very active, students rushed to answer the questions and got excited after getting the gift, and the relationship between teachers and students was extremely harmonious. “Classroom Innovation Success! ” I can not help but feel self-satisfied. However, after a while, students’ interest in those little presents faded away. Some students said: “I’ve got several glass balls, meaningless.” "In class, students enthusiastically answered questions