激励学生自我教育——培养学生自我责任心

• 作 者: 付志敏
• 机 构: 河南省清丰县城关镇中学,
• 出 处: 教育前沿(综合版)
• 发表日期: 2008年12期
• 关键词: 激励 培养学生 自我教育 苏霍姆林斯基 全面发展 教育家 作用

付老师带的是初三毕业班,有88名学生。她离班一星期,班里秩序不乱,同学们仍然努力学习、做事,自觉地自己管理自己,这是每一位教师所企盼的。一所普通县城的中学能实现的,文化背景好一点的学校应该更容易做到这一点。激励学生自我教育和自我管理,只讲道理是不够的,还要教给一定的方法。从此案例中,我们可以看到同学们运用了多种方法,如自我激励、自我谈话、自我反思、自我计划、担负责任、轮流值班、合作共勉、承诺提醒、成功分享等。掌握了这样一些自我教育、自我管理的方法,并养成使用这些方法的习惯,就能时时如导师在侧,自己做自己的老师。每个人总是要离开父母,离开老师的。在没有他人监督的情况下,能自律坚守,正是教育需要培养的基本素养。

The tutor took the graduating class of the third grade with 88 students. One week after she left the class, the order in the class was not disturbed. The students still worked hard to study and do things and consciously managed themselves. This was what every teacher hoped. It is easier for a school in a common county to achieve this and a better cultural background to do this. Encouraging students to self-educate and self-manage is not enough to justify the truth, but also to teach certain methods. From this case, we can see that the students have used a variety of methods, such as self-motivation, self-talk, self-reflection, self-planning, responsibility, rotation, cooperation, commitment, and successful sharing. By mastering such self-education and self-management methods and developing the habits of using these methods, you can always be your teacher if you are a teacher. Everyone always has to leave their parents and leave the teacher. Without the supervision of others, self-discipline is the basic literacy education needs to cultivate.