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笔者将“罗森塔尔效应”的原理和弗鲁姆的期望理论融合在一起,设计了“期望—激励”的操作模式。多年来的试验结果表明,这种操作模式的正确运行对上、中、下三类学生的学习成绩都有明显的提高。一、课题的提出本试验的假设是;教师对学生的信念和期望在态度和行为上的表露以及在有意无意间造成的种种条件→诱发学生在学习中积极尝试并获得成功→学生产生了对自己能力的自信和对学习的积极体验→导致学习成效的提高、并使教师的期望得以实现和证实。根据上述设想付诸教学实践中发现:①学生的某项成绩并给出肯定时,学生对该学习领域的自我评价会有显著的但较短暂的变化;②并不是所有
The author combines the principle of “Rosenthal effect” with Vroom’s expectation theory and designs the operation mode of “Expectation-Incentive”. The test results over the years show that the correct operation of this mode of operation has markedly improved the academic performance of the three types of students at upper, middle and lower levels. First, the subject of this test hypothesis is; teacher’s beliefs and expectations of students in the attitude and behavior of the exposed and inadvertently caused by a variety of conditions → induce students to actively try and succeed in learning → students have produced a Confidence in one’s ability and a positive experience of learning → result in the improvement of learning outcomes and enable the expectations of teachers to be realized and substantiated. According to the above assumptions put into teaching practice, it is found that: ① When a student’s achievement is affirmed, there is a significant but short-term change in the student’s self-evaluation of the learning field; ② Not all