有关开展激励教育实验的探索的探析中英文对照.doc

/ /有关开展激励教育实验的探索的探析中英文对照To explore the development of incentive education experiments in Chinese and English由于历史和现实的各种原因，我校成了佛山城区薄弱中学之一，如何全面提高学生的素质，改变学校的落后面貌，是我校的重大问题。1993年下半年，我们根据学校、学生的实际，开展了激励教育实验。Due to historical and practical reasons, our school has become one of Foshan City weak middle school, how to improve the quality of students, to change the backwardness of the school, is a major issue in our school. The second half of 1993, according to the school, students, encourage education experiment was carried out. 一、问题的提出和激励教育方案的形成One, the question and the formation of incentive education program 我校是办学条件、生源素质比较差的学校。办学条件差，主要是教学场室一少二差，不符合中学的办学需要，学生普遍不愿到六中就读。生源素质差，就是每年招生经过三、四次择校后，很多素质较好的学生都转走了，而补充素质较差的进来，使“学习困难学生”占了较大比例。年夏一年，我校的生源一直是处于市直中学的第三档次。过去，学校曾努力尝试过用片面追求升学率的“应试教育”，或用拼体力、耗时间的方法去争取好成绩，但都不能从根本上解决问题。九三年调整领导班子后，我们根据学校的实际，围绕如何提高教育教学质量问题，进行反复的学习、研究。大家从自己的体会和教师们的实践中认识到，学生学习成绩差，并非智力水平低，而主要是非智力因素方面各种心理障碍造成的。如果能从培养非智力因素入手，调动学生的主动性和积极性，变“要我学”为“我要学”，他们是能够进步和成功的。大家达成了这样的共识：我们这类学校，不改革是没有出路的，只有改革才能提高教育质量，改变学校落后面貌。在此同时，我们组织了本校教师去参观广州109中，学习教育理论，学习上海建平、闸北八中的改革经验，对学生进行广泛问卷调查，到二十多间小学去了解情况，召开了几十次学生座谈会。发动教师展开讨论等。经过一系列工作后，我们对“学习困难学生”出现的原因、心理特征、人生追求等有了较多的了解和较深刻的认识。比较一致地认为，对待学生的不良行为，无心向学，不愿接受教师的教育等，不能用简单的批评、处分、惩罚等方法去解决，要从他们的实际出发，为他们创设激励性的环境，给予成功机会，进行激励性评价，鼓励学生的学习信心，强化学习内驱力。经过反复酝酿，提出了开展激励教育的设想。经过三个多月的准备，形成了佛山六中激励教育实验方案(讨论稿)。今年初，在总结经验的基础上，作出了深入开展激励教育(深入到学科课堂，深入到学生心理素质，深入到教师教育思想转变)的决议，修订了方案。 Our school is relatively poor quality condition of running a school, students school. Poor school conditions, mainly teaching field room a little two, does not meet the needs of middle school, students generally do not want to six school. Poor qualities of the students, is the annual enrollment after three or four times after school, students a lot of good quality are moved, and supplement the poor quality in, students learning difficulties accounted for the larger proportion of. Year after year, our school students is always in the city middle school third grade. In the past, schools have been tried with one-sided exam-oriented education , method or physical strength, time consuming to get good grades, but can not fundamentally solve the problem. Nine three years after the readjustment of the leading bodies, we according to the actual school, around the problem of how to improve the teaching quality of education, learning, research and. Practice everyone from my own experience and teachers to know students, poor academic performance, not the low level of intelligence, and is the main cause of non-intelligence factors of various mental disorders. If we can start from the cultivation of non-intelligence factors, initiative and mobilize the enthusiasm of the students, change to me to I want to learn, they are able to progress and success. We reached this consensus: we this kind of school, no reform is no way out, only reform can improve the quality of education, change the school backwardness. At the same time, we organize the teachers to visit Guangzhou in 109, education and learning theory, the reform experience of learning Shanghai Jianping, Zhabei eight, extensive questionnaire survey on the students, to more than 20 primary school to understand the situation, dozens of students held a forum. Launch the teachers to discuss. After a series of work, our students with learning difficulties reasons, psychological characteristics, the pursuit of life, have more understanding and more profound understanding of. More consistent view, treat the bad behavior of students, unmotivated, unwilling to accept the teachers education, not by simple criticism, punishment, punishment to solve, must proceed from their actual, creating a stimulating environment for them, given the chance of success, in incentive evaluation, encourage students confidence in learning, reinforcement learning drive. After repeated brewing, put forward the idea to encourage education. After three months of preparation, forming a Foshan six incentive education experimental program ( draft). At the beginning of this year, on the basis of summing up the experience, made a further incentive education ( deep into the classroom, into the psychological quality of students, in-depth to the transformation of educational ideology ) resolution, revised scheme. 二、激励教育方案的实施 按照激励教育方案的指导思想、目标和要求。Two, encourage education program in accordance with the guiding ideology, objectives and requirements for the incentive programs.我们主要在把德育工作与培养非智力因素结合起来和“两个课程”教学方面进行实验。We mainly in the moral education and cultivation of non-intelligence factors combine and Two Courses teaching experiment. (一)、把德育工作与非智力因素结合起来( a ), the moral education and non-intelligence factors combine 1、开展“一人一职”活动。就是让每个学生都担任班里一个职务。各班都设了几十个职务，由于学生担任班里一份工作，他们就有了表现自己责任心、集体主义精神，工作能力的机会。不少同学特别是哪些过去从未负责过集体工作的学生，好象找回了一点自我。因此，他们都很珍惜这个机会，积极认真把本职工作做好，发挥学生的特长。1, to carry out one. . Is to let each student as a job class. The classes are set up dozens of duty, because the students served as the class of a job, they have the performance of their own responsibility, the collective spirit, ability to work opportunities. Many students especially those never responsible for the collective work of the students, as if back some self. Therefore, they are very cherish this opportunity, actively and conscientiously to do my job well, exert students specialty. 2、建立奖学促学制度。就是改变过去主要“论分行赏”的做法。这个制度，内容包括各方面获得成绩、表现突出、为集体作贡献、学习进步、甚至克服了缺点，改正错误进步大的，都可以得到奖励。范围从过去的少数人扩大到65-70%。办法是物质上奖给一元几角的小物品。精神上是一本荣誉集。获奖者得小奖状一张，或照奖励相放进荣誉集里，作为奖励记录。这些奖励微不足道，但这是学生成功、进步的体现，得到的是师生们的认可，从而使学生的心理得到平衡、同时也是他们争取新的进步、成功的鼓励和鞭策。2, establish scholarship and learning system. Is to change the past on the main branch tours approach. This system, including the achievement, highlighted various aspects of performance, for the collective contribution, learning progress, and overcomes the disadvantages of big advances, correct the error, can get the reward. Expand the scope of a few people from the past to the 65-70%. Methods material awards to a few angle small items. The spirit is an honor set. Winners have small a certificate, or as reward phase into the honor episode, as a bonus record. These incentives are not worth mentioning, but this is to reflect the students success, progress, the teachers and students recognition, so that the students psychological balance, but also they strive for new progress, success of encouragement and motivation. 3、进行讲评活动。就是由班主任(或学生)对学生的工作、学习和活动进行讲评。对做得好的，表现好的给予表扬、肯定，使他们得到鼓励，又为全班树立了榜样。而使没有做好的能分清是非，受到教育。这对树立良好班风，养成良好习惯起到了很好的作用。讲评每天或隔天进行。3, evaluation activities. Is the teacher ( or students ) the work of the students, learning and activity evaluation. To do good, good praise, affirmation, enabling them to be encouraged, but also set an example for the class. But that did not do a good job to distinguish right from wrong, by education. The good class atmosphere, a good role to form a good habit of play. Comments every day or every other day for. (二)教学工作中的激励教育活动( two ) the teaching work incentives in the education activities of the1、开设活动课程。根据国家义务教育课程计划，我校把它列入正式课时从九四的开始，在初一、初二开设若干个活动小组，全体学生参加，每周二节。活动课程的开设，使学生的潜能得到发挥，特别是那些学习上的“失败者”、“落伍者”，有了获得成功的希望和可能。在获得某些成功后，而使自己增强信心并逐渐把兴趣、信心转移到学习上。实践证明，开设活动课程能较好地做到寓教育于活动之中，也有利于师生情感沟通。1, open activity curriculum. According to the compulsory education curriculum of our national plan, put it in the formal class from nine four to start, in the first, 2 open several group activities, all students to participate in, two sessions a week. Open courses, make students potential, especially those who study the loser , backward , with the hope of succeeding and possible. In some success, and make their own confidence and gradually transfer to learning interest, confidence. Practice has proved, offering activity courses can better accomplish educational activities, but also conducive to the teachers and students emotion communication. 2、进行学科课程教学改革2, the teaching reform of the curriculum(1)、学科教学要求。根据大多数学生实际，方案提出的要求是：“低起点、小步走、多活动、快反馈”。“低起点”就是适当降低教学的起点和要求，使学生经过自己的努力，最后达到教学大纲的要求。取得较大的进步。“小步走”就是不要只赶进度。教学步子要小些，多设几个台阶，教学由易到难，由简到繁，逐步加深，让学生感到处处有成功的机会，从而增强学习信心。“多活动”就是改变教师从头进到尾的教法，使师生的教学活动交替进行，让学生有自我表现和取得成功的机会，调动学生的学习积极性。“快反馈”就是及时了解、收集学生掌握、运用知识的情况，使取得成功的同学及时得到鼓励，对存在的问题能及时解决。( 1 ), teaching requirements. According to the majority of students, this scheme is: low starting point, step walk, more active, fast feedback . Low point is appropriate to reduce the starting point and the requirements of teaching, make students through their own efforts, finally achieve the requirements of the syllabus. Make great progress. Baby steps is not only the schedule. Teaching steps should be small, with a few steps, the teaching from easy to difficult, from simple to complex, deepen gradually, let the students felt everywhere have the chance of success, thereby enhancing the confidence of learning. Activity is to change the teachers from head into the tail of teaching, teachers teaching activities alternately, lets the student have the self-expression and opportunities for success, mobilize the enthusiasm of the students. Feedback is to collect, use, students master the knowledge, to make students be encouraged, the problems can be resolved in a timely manner. (2)、采取各种方法提高学生学习兴趣。老师们根据教材内容，采取各种方法，如介绍历史故事、直观教学、画简笔画、“三分钟导游”、简评作业和学生中好的学习方法，以引起学习兴趣。老师们还在实践中创造了激思法、激情法、激趣法、激励法、启思法、每周一向等多种引趣方法，改变对学生被动的说教式教学，做到寓教于乐的双边活动中。( 2 ), adopt various methods to improve the students interest in learning. The teacher according to the teaching content, adopt various methods, such as the introduction of historical stories, visual teaching, draw, three minutes guide , review homework and students good study method, to arouse the learning interest. The teachers in the practice of creating a stimulate thinking, passion, interest, motivation, creative method, has been a week of guiding the interest method, changes to the students passive didactic teaching, do the bilateral activities. (3)进行激励性评价，提高学生学习信心。“学习困难学生”过去是经常失败、屡遭挫折的，他们大多存在着自卑心理，缺乏学习的内驱力。在实验中改变过去用“一把尺子”要求学生、“一卷定成绩”评价学生的做法，运用各种方法鼓励学生自信心，有的用分层设起点、分层提要求、分层评成绩的方法，给学生通过努力而取得成功的机会；有的用对学生点滴进步写上简短的激励性话语，使其增强信心，有的对课堂上积极思考，有某些创见的给肯定、鼓励，这些都有效地增强了学生的学习信心。( 3 ) the incentive evaluation, improve students confidence. Students learning difficulties in the past is often fail, repeated setbacks, most of them have inferiority complex, lack of learning internal driving force. In the experiment to change the past ruler asked the students, roll performance evaluation of students practice, to use various methods to encourage students self-confidence, some methods of using hierarchical set point, hierarchical request, hierarchical evaluation scores, give students chances of achieving success through hard work; some use of student progress write the words of incentive short, so as to enhance the confidence of the classroom, some positive thinking, there are some original give affirmation, encouragement, these are effectively enhance students confidence. (4)把激励教育深入学科课堂。随着教育改革的深入发展，我校的激励教育实验进入第二阶段：学科课堂的激励教育。近年来各学科组已迈开步伐。如叶培德主任的“课堂教学几种激励方法”，冯建新主任的“语文活动课激励教育渗透”、黄海宇老师的化学实验分层激励模式，黄沛元老师的语文教学“质疑点拨疏通七法”等，起到了很好的带头作用。(4 ) the incentive in-depth classroom education. With the further development of education reform, encourage education experiments in our school into second stages: the incentive education classroom. In recent years, the group has gathered pace. Ye Peide director of the classroom teaching several incentive method , Feng Jianxin director of the Chinese activity lesson incentive education , Huang Haiyu teacher of chemistry experiment teaching layered incentive mode, Huang Peiyuan teacher questioning from dredge seven method , played a very good leading role. 三、激励教育的初步成效Preliminary results of three, stimulating education(一)增强了学生的学习信心，调动了学习积极性，提高了学习成效。( a ) to enhance students confidence in learning, mobilize the enthusiasm for study, improve the learning effect. 激励教育使“学习困难学生”逐渐从自卑、厌学向自信、愿学的方向发展。九二年级是第一个实验级组。在实验中，同学们得到各种肯定、鼓励后，内心是高兴、喜悦的，感到自己也能学好，积极性不断提高。九四年期中测验后，不少学生感到有较大的差距，有80多人要求补课。在同学们的强烈要求下，开了一个补习班。没排上的还多次要求，有的说补两科不行就补一科吧。老师们深受感动。今年初二也出现同样情况。今年初一，不少同学下课、放学后请老师辅导，请同学帮助。学生的学习热情唤发出来了。学习信心的增强，积极性的提高，促进了学习成绩的提高。今年市教委来督导，提供给我们的中考信息是：九三学年及格率最低的学科是38.2%，最高的学科是67.3%；优秀率最低的学科是0.62%，最高的学科是23.5%。九五学年及格率最低的学科是63.9%，最高的学科是86.4%。优秀率最低的学科是38.8%，最高的学科是55.4%。九六年略高于去年。九五年初二地理会考，合格率100%。对我校开展激励教育实验，九五年四月十一日，佛山日报在头版用大篇幅以不信东风唤不回为题，作了详细报道。九五年五月市教委来校视导给予的评价是：“六中开展激励教育实验，走出了新路子，初步办出了学校特色，就是合格+特长(指学生)，达标+特点(指老师)，规范+特色(指学校)”。九七年五月市教委来校督导时认为，“六中开展激励教育取得了突破，体现了素质教育的方向”。Incentive education students learning difficulties gradually from low self-esteem, self-confidence, learning to wish to learn direction. Grade nine two is the first experiment group. In the experiment, the students get all kinds of affirmation, encouragement, the heart is happy, joyful, feel that they can learn, growing enthusiasm. After the test period of nine four years, many students feel a large gap, there are more than 80 people require remedial. In the strong request of classmates, opened a cram school. No row has repeatedly asked, some said, fill two families not to fill a section. The teacher was deeply moved. This year, the same is true. Earlier this year, many students after class, after school tutoring, please help. The students learning enthusiasm will come out. Enhanced the confidence of learning, increase of enthusiasm, promote the improvement of academic performance. This year, the City Commission to supervise, provide us with the senior high school entrance examination information is: nine three year the lowest passing rate of subjects was 38.2%, the highest discipline is 67.3%; the lowest rate subject is 0.62%, the highest is the subject of 23.5%. The nine five year the lowest passing rate of subjects was 63.9%, the highest is the subject of 86.4%. The lowest rate of subjects is 38.8%, the highest is the subject of 55.4%. Nine six years is slightly higher than last year. Nine five years of junior geography examination, the qualified rate was 100%. To my school to encourage education experiment, nine five years in April 11th, Foshan daily to do not believe Dongfeng calls no time for a large part of the front page of the title, were reported in detail. The evaluation board of education in May nine five years school guidance is given by: encourage education experiment was carried out in six, the new way, the preliminary running a school characteristics, is qualified and specialty (of the students ), the standard + characteristics ( refers to the teacher ), specification + characteristic ( School ) . That the board of education in May nine seven years school supervision, incentive education made a breakthrough in six, reflects the direction of quality education .(二)、在各项竞赛中取得了较好成绩(第一个实验年级)( two ), and had achieved good results in the competition ( first grade )九四年航海模型小组有四位同学代表佛山市参加第九届省运会，取得一个第三名，一个第四名，并评为市优秀运动员。九四年市初中语言知识基础能力竞赛，三人参加，获一个一等奖，二个二等奖；九四年城区中学生象棋赛，获中国象棋高中组第三名；九五年第五个土地日征文比赛，六个获奖，其中有四人是九三届的，九五年城区初中组蓝球赛获亚军，九六年获冠军。男子足球几年都列前六名之列。九七年女子蓝球赛获中组第三名，足球第五名。Nine four years of navigation model group had four students on behalf of Foshan City to attend the ninth session of the Provincial Games, achieved a third, a fourth, and rated as outstanding athletes. Nine four years of junior high school language knowledge ability competition, three people attended, won a first prize, two prize two; nine four years of middle school students in chess tournament, won the Chinese chess high school group third; nine five years fifth land day essay competition, six prize, four of them is nine three, nine five years the city junior high school basketball tournament runner-up, nine six years won the championship. The mens football years are listed the top six. Nine seven years of womens basketball won the group third, football fifth. (三)、教师教育思想转变有了质的飞跃( three ), teachers to change their educational thought has been a qualitative leap at1、提高了对开展激励教育的认识1, improve the development of incentive education 由于我校学生入学时素质较低，老师普遍不喜欢他们，一谈到他们就摇头摆手，气不打一处来。学校提出开展激励教育，有的老师说，对他们进行激励，不如说是激气。怨声怨气也不少。在开展实验中，学校通过召开座谈交流、总结表彰会，出版激励教育探索论文(经验集)等，使教师的认识不断提高。黄志华(第一个实验年级组长)在介绍中深有体会地说：“温柔胜于强力，成功的背后是激励”。冯建新主任在论文中写道：“让我们的爱心之火燃烧起来吧!既激励学生，又激励我们。”何秋良老师以“激励永远是教育的态度”为题，畅谈了班级开展激励教育的经验和体会。雷晖老师说：“多给学生一些鼓励，可以唤起后进生的上进心，也可以肯定好学生的恒心，是一种费力小而见效大的好方法。”只有二教龄的古嘉庆老师说：随着教育改革的不断深入，在由“应试教育向素质教育转变过程中。以激励教育为手段的教育方式越来越显示出它的重要性和优越性”。老师们用激励方法来教育学生，实质上是对传统教育思想的一种摒弃。Due to our school students quality is low, the teacher generally dont like them, when they shake hand, not hit a gas. The school put forward to encourage education, some teachers say, the incentive for them, as it is bowel gas. Anger is also a lot of complaints. In the experiment, the school held a symposium, through the summary commendation meeting, published incentive education exploration paper ( experience set ), and make the teachers increasing awareness. Huang Zhihua ( the first experimental grade group leader ) in the deep experience to say: the gentle than strength, is behind the success of incentive . Director Feng Jianxin wrote in the paper: let us love the fire burning up! Can motivate students, and encourage us to. Teacher He Qiuliang motivation is always the attitude of education in the title, about class to encourage education and experience. Lei Hui teacher said: give the students some encouragement, can arouse the students motivated, can be sure the good student persistence, hard work is a small and great method. Only two teaching Gu Jiaqing teacher said: with the deepening of educational reform, in the examination-oriented education to quality education in the process of change. In order to encourage education as a means of education shows more and more importance and superiority . Teachers use incentive methods to educate the students, in essence is a kind of get