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著名心理学家斯金纳认为,对某一行为的肯定或否定,在一定程度上决定着该行为是否能被重复。而批评是对学生不当行为的否定表达。但是在批评过程中,班主任仅有爱心是不够的,现实生活中不难找到打着爱的旗号使批评对学生造成伤害的例子。批评不是一件容易的事情,它有一个临界点,班主任对它分寸的把握,决定的是爱护,还是伤害。如何有效的实施批评?一方面,班主任需要自身经验的积累与反思;另一方面,批评的副作用要求班主任也必须学会在他人的经验中学习。本人在多年的班主任工作中,总结了批评学生的几点经验。一、因材施教针对有懒惰行为、自制力差的学生,应该采用主动出击的批评方法,即可以措词严厉,但绝对不能用讽刺、挖苦的语言。对于性格内向、自尊心强的学生,应该采用迂回式批
Skinner famous psychologist believes that the affirmation or denial of a certain behavior, to a certain extent, determine whether the behavior can be repeated. Criticism is a negative expression of student misconduct. However, in the process of criticism, it is not enough for the head teacher to have compassion only. In real life, it is not hard to find an example of using the banner of love to criticize students for their hurt. Criticism is not an easy task, it has a critical point, the teacher in charge of its determination, the decision is love, or hurt. On the one hand, the headteacher needs the accumulation and reflection of his own experience; on the other hand, the side-effect of criticism requires that the headteacher must also learn to learn from the experiences of others. During my many years of class teacher work, I summed up a few criticisms of students. I. Teaching students according to their aptitude For students who have laziness and poor self-control, they should adopt a proactive approach to criticism that can be draconian but can never be ironic or sarcastic. For introverted, self-esteem students, should adopt a roundabout