论文部分内容阅读
从班主任王老师处理此事的后续教育行为中可以看出,她的情绪受到小丁“不可理喻”的行为刺激了。虽然王老师的出发点是为了解决问题,但是实际效果却没有达成,因此后续的教育值得商榷。比如,虽然说“接下来的一周时间内,对小丁的迟到行为王老师不再过问”是一种“冷处理”的教育手段,但是“甚至在走廊上遇到小丁也不再与他互相问候”就显得有些过分了。毕竟,教师与学生的认知水平和情绪管理能力不在同一个水平上,王老师这种明显带有“赌气”和“情绪
As can be seen from the follow-up education conducted by teacher-in-charge Wang to handle the incident, her emotions are stimulated by the behavior of Xiaotian’s ”unreasonable“. Although Wang’s starting point is to solve the problem, the actual effect has not yet been reached. Therefore, the follow-up education is debatable. For example, although Wang said that ”the next week will be no longer an issue for Wang’s lateness for Xiao Ding“ and ”it is a kind of“ cold treatment ”education, but“ even encountering Xiao Ding in the corridor No longer greeting each other with him ”is a bit overdone. After all, teachers and students’ cognitive level and emotional management abilities are not on the same level. This kind of teacher Wang clearly has “emotions” and “emotions”