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在转化教育过程中,一方面要改造学生的旧的“动力定型”,破坏旧的暂时神经联系,建立新的暂时神经联系,受教育者一般经历抵制、醒悟、反复、改正、形成新思想品德的复杂过程,这就需要用比一般塑造教育更长的时间和精力。要使学生刚刚形成的新的思想品德,转变为能动的自我教育力量,即能够进行自我修养,就更需一个长期的实践锻炼过程。另一方面,影响学生思想品德的外部条件极为复杂,特别是社会条件的影响,往往难以控制,这就使学生在转化过程中可能出现一个反复的过程。因此,转化教育表现出顽强性和艰巨性,必须持之以恒,方能凑效。“动情”、“说理”、“导行”都应该始终如一,持续不断,任何简单、急躁、突击求成的做法都是无济于事的。事实一再证明,转化教育过程,实质上就是用反复的教育克服不良思想品德反复出现的过程,“持之以恒”是转化教育工作的一条基本原则。
In the process of transformation education, on the one hand, students’ old “dynamic stereotypes” must be reformed, the old temporary neural connections should be destroyed, and new temporary neural connections established. Educated people generally experience resistance, awakening, repetition, correction, and the formation of new ideological morals. The complex process requires a longer period of time and effort than the average shaping education. To make the students’ new ideology and moral character just transformed into a dynamic self-educational force, that is, to be able to self-cultivation, it is even more necessary to have a long-term practical exercise. On the other hand, the external conditions that affect students’ ideological and moral qualities are extremely complicated, especially the influence of social conditions, which are often difficult to control. This may cause students to undergo a repetitive process in the transformation process. Therefore, transformational education shows stubbornness and arduousness, and must be persevered in order to be effective. “Emotionality,” “reasoning,” and “guidance” should all be consistent and continuous, and any simple, impetuous, and assaulting approach will be of no avail. The facts have repeatedly proved that transforming the education process is essentially using repeated education to overcome the recurring process of bad ideological morality. “Perseverance” is a basic principle for transforming educational work.