關(guān)于促進(jìn)學(xué)習(xí)的演講稿
如果我們重視學(xué)習(xí)，
就應(yīng)該既重視學(xué)習(xí)的結(jié)果
也重視學(xué)習(xí)的過程。
人們?cè)谝环N感覺安全和被關(guān)懷的氣氛中才能促進(jìn)學(xué)習(xí)。古語(yǔ)道：“人們才不管你知道些什么，除非他們知道了你在意這一點(diǎn)。
”在一所中學(xué)工作時(shí)，威廉·格拉瑟寫道：
老師們幾乎停止了所有的強(qiáng)迫手段，這跟學(xué)生們從幼兒園起就受到的待遇截然不同。當(dāng)我們問學(xué)生為什么不再搗亂，為什么開始在學(xué)校里學(xué)習(xí)時(shí)，他們總是回答：“因?yàn)槟汴P(guān)心我們。”
一項(xiàng)對(duì)人際關(guān)系的經(jīng)典研究證明了對(duì)于工作對(duì)象表示關(guān)心的結(jié)果——人稱“霍索恩效應(yīng)”。那是1927年在伊利諾依州西賽羅市的西方電氣公司霍索恩工廠所做的一項(xiàng)研究。研究人員來到工廠，看給一群?jiǎn)T工增加室內(nèi)光線是否能提高生產(chǎn)力。條件的改善好像確實(shí)能提高工人的產(chǎn)量。但是，研究人員分析了另外一組沒有改變光線的工人后驚訝的發(fā)現(xiàn)，他們的生產(chǎn)力也提高了。他們對(duì)這個(gè)結(jié)果迷惑不解，進(jìn)一步的研究和分析表明生產(chǎn)力之所以提高，是因?yàn)楣と藗優(yōu)楣芾韺訉?duì)他們表示出一點(diǎn)關(guān)心而高興。工人們感覺管理層關(guān)心他們，他們受到了重視。
如果使用強(qiáng)迫手段，人們就很難理解有人在關(guān)心他們。在二戰(zhàn)期間向日本展示如何提高質(zhì)量的美國(guó)人W·愛德華茲·德明就明白這一點(diǎn)。他有一個(gè)中心原則—— “趕走恐懼”。德明知道當(dāng)強(qiáng)迫降到最少而信任和關(guān)心的.氣氛發(fā)展到最大時(shí)，對(duì)激勵(lì)、表現(xiàn)、生產(chǎn)力和質(zhì)量是最有利的。
在老師跟學(xué)生處于一種被動(dòng)關(guān)系的課堂上，敢于搗亂的學(xué)生會(huì)成為英雄。因?yàn)檫@種強(qiáng)迫的氛圍是對(duì)抗性的。而在積極的關(guān)系中，搗亂的學(xué)生不會(huì)得到其他學(xué)生的支持。
自愿形成的關(guān)系可以選擇，如朋友間的關(guān)系。但是課堂關(guān)系是非自愿的。學(xué)生被分到某個(gè)班級(jí)，師生和同學(xué)之間的關(guān)系是不可以自己選擇的。本章所提倡的方法有助于把非自愿關(guān)系變成自愿關(guān)系。
如果學(xué)習(xí)得到了促進(jìn)，某些活動(dòng)就是不可接受的了。比如嘲笑、威脅、強(qiáng)迫、懲罰、賄賂、操縱、斥責(zé)、抱怨、羞辱、嘮叨和騷擾。我們很少對(duì)朋友使用這些強(qiáng)迫方法。要想保持友好的關(guān)系，就不可能用強(qiáng)迫手段來影響別人。
If we focus on learning,
Should not only focus on learning the results of
Also attached importance to the learning process.
People feel safe and be in a caring atmosphere to promote learning. As the old saying: "The people do not care what you know unlethey know you care about this.
"In a high school work, 威廉格拉瑟 wrote:
Teachers, almost all the coercive means to stop it with the students from kindergarten through different since the treatment. When we asked the students why do not you trouble, why start in school, they always answer: "Because you care about us."
1 pair of classic studies have shown a relationship work object expressed concern for the result - called the "Hawthorne effect." That was in 1927 in Illinois Cicero City, Hawthorne plant of Western Electric, a study done. The researchers came to the factory and see a group of employees to increase interior light in raising productivity. Seems indeed to improve the conditions of workers can improve the yield. However, the researchers analyzed a group of other workers did not change after the light surprised to find that their productivity increased. They are confused about this result, further research and analysis showed that the reason for increased productivity, because workers for the management expressed little concern that they are happy. The workers feel management cares about them and they were taken seriously.
If you use coercive means, it is hard to understand someone cares about them. To the Japanese during World War II show how to improve the quality of American W · Edwards Deming to understand this. He has a central principle - "get rid of fear." Deming know that when forced to a minimum and the atmosphere of trust and concern for the development to the maximum, on the motivation, performance, productivity and quality are the most beneficial.
The teachers and students in a passive relationship of the classroom, students become heroes dare to make trouble. Because it forced the atmosphere is confrontational. In a positive relationship, disruptive students will be supported by other students.
The relationship between the formation of voluntary choice, such as the relationship between friends. But clarelations involuntary. Students are assigned to a class, the relationship between students and teachers and students is not their choice. The approach advocated in this chapter help to non-voluntary relations into a voluntary relationship.
If the study was to promote, certain activities are unacceptable the. Such as ridicule, threats, coercion, punishment, bribery, manipulation, blame, complain, humiliation, nagging and harassment. We rarely use the compulsion of friends. To maintain friendly relations, it is impossible to use coercive means to influence others。
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