赏识教育在小学课堂中的实践误区
毕业论文关键词: 赏识教育；小学课堂；实践误区；教育策略
Mistakes in Practice of Appreciation Education in Primary School Teaching in the Classroom
Abstract: As education method, appreciation education is requires teachers to use recognition point of view to look at the students, to stimulate students' interest in learning, to develop the students' learning motivation, so as to convert the expectations of teachers to students' efforts to target, help students better, faster, more healthy development, grow up. During graduation practice, however, through the observation of the primary school classroom, found that some primary school teachers are widespread practice school wrong understanding of the appreciation education, they generally believe in "good boy is praised" the education beliefs, excessively exaggerating the role of the appreciation education, thus resulting in the appreciation education in classroom teaching generalization, narrow, the phenomenon such as misuse. To this, this article obtains from the classroom teaching, teachers should set up the correct appreciation education, combine strict with trust and respect, praise and criticism of combining the education countermeasures.
Keywords: Appreciation education; The elementary school classroom; Practice mistake; Education policy
目 录
摘要 1
Abstract 1
一、赏识教育概念界定 2
二、赏识教育的实践误区 2
1.赏识教育的泛化 3
2.赏识教育的窄化 4
3.赏识教育的错用 4
三、赏识教育在小学课堂教学中的应用策略 5
1.树立正确的赏识教育观 5
2.赏识教育要把严格要求与尊重信任结合起来 6
3.赏识教育中做到表扬与批评相结合 6
参考文献 8
致谢 9
赏识教育在小学课堂中的实践误区
一、赏识教育概念界定
从词义学出发，赏识中的“赏”是欣赏、赞赏之意；“识”是了解、识别之意。因此，赏识就是人们以欣赏、赞赏的态度认识事物。而“赏识教育是指优化人与人之间关系为切入点，强调学会赏识，致力于达成被爱，引导示爱，启发自爱，促使生命自信舒展、和谐存在的教育。”[1]作为教育方法，赏识教育就是要求教师用赏识的心态去看待学生，去激发学生的学习兴趣，去开发学生的学习动力，从而将教师的期望转化为学生的努力目标，促使学生更好、更快、更健康的发展、成长。赏识教育也可以指教师能从各方面去认识学生的特点并加以重视和培养，让每个学生的优点都得到发扬，从而促进学生个性发展的一种教育手段。20 世纪 90 年代以来赏识教育一经提出，便在全国范围内掀起了一阵热潮。以至于许多人误认为“好孩子是夸出来的”。于是，不论学生正确与否，家长和教师都不分原则地予以“赏识”，造成在教育过程中的出现赏识过度现象。因此，如何在小学数学教学中合理运用赏识教育，帮助孩子扬长避短，树立积极的人生观，体验与领悟学习的乐趣，成为赏识教育研究的问题之一。
上一篇：小学语文教科书人物形象的对比分析