本文關(guān)鍵詞： 激勵(lì) 激勵(lì)教育 主體性 內(nèi)在動(dòng)機(jī) 實(shí)踐模式　出處：《東北師范大學(xué)》2011年博士論文　論文類型：學(xué)位論文

【摘要】：與動(dòng)物單一的“種生命”不同,人類總是擁有著豐富多彩的“可能生命”。每一個(gè)學(xué)生身上都隱藏著巨大的發(fā)展?jié)撡|(zhì),他們的未來更是充滿了難以限定的可能性,而教育便是要將這些可能性逐一轉(zhuǎn)化為現(xiàn)實(shí),使學(xué)生在獲得知識(shí)技能的同時(shí),成長為具有自我能動(dòng)精神的主體性存在物。 在知識(shí)經(jīng)濟(jì)社會(huì)中,個(gè)人的創(chuàng)新思維、創(chuàng)新能力已經(jīng)成為新的人才考核標(biāo)準(zhǔn),各國相繼出臺(tái)了法律法規(guī)鼓勵(lì)學(xué)生創(chuàng)造精神的培養(yǎng)。然而,反觀我國教育卻仍然停留于“以教師為本”、“以教材為本”的傳統(tǒng)模式之中,吝于對學(xué)生創(chuàng)新精神的鼓勵(lì)、吝于對學(xué)生主體意識(shí)的激發(fā),這就極大地壓制了學(xué)生的主動(dòng)性和創(chuàng)造性,使學(xué)生變成了教育過程之中的“旁觀者”與“客體”,不利于培養(yǎng)出時(shí)代所需要的創(chuàng)新型人才。 為了改變這種狀況,實(shí)現(xiàn)對學(xué)生主體精神、主體能力的培養(yǎng),自90年代以來,激勵(lì)作為一種個(gè)人建構(gòu)主體意識(shí)的有效手段,開始逐漸由一種教育方法和教育手段發(fā)展成為一種全新的教育思想,并形成了相應(yīng)的激勵(lì)教育理論和激勵(lì)教育實(shí)踐。 激勵(lì)教育是一種以激勵(lì)為主要方式,以培育學(xué)生主體精神和主體能力為核心目標(biāo)的教育實(shí)踐模式,它要求將對學(xué)生的教育與自我教育結(jié)合起來,以充分發(fā)揮受教育者的主觀能動(dòng)性。激勵(lì)教育的基點(diǎn)是現(xiàn)實(shí)世界中的實(shí)踐著的人,其價(jià)值旨?xì)w在于學(xué)生主體意識(shí)和主體能力的培養(yǎng),它要求改變以往過度強(qiáng)調(diào)接受學(xué)習(xí)、死記硬背、機(jī)械訓(xùn)練的傳統(tǒng)教育模式,從而使學(xué)生走出個(gè)人身心發(fā)展的壓抑狀態(tài),實(shí)現(xiàn)個(gè)人主體精神的弘揚(yáng)。 人類本質(zhì)中最殷切的需求是渴望被肯定,個(gè)人主體意識(shí)的形成和發(fā)展在一定程度上甚至可以被視為外在激勵(lì)與內(nèi)在激勵(lì)互為統(tǒng)一、互為融合的過程。而激勵(lì)若要取得良好的教育效果,就不僅需要教師在日常的教育教學(xué)活動(dòng)中對學(xué)生施以物質(zhì)或精神上的獎(jiǎng)勵(lì),盡可能地喚醒受教育者的能動(dòng)精神,同時(shí)還需要促使學(xué)生認(rèn)同教育者的外在教育,自覺將教育者的要求轉(zhuǎn)化為自身發(fā)展的需要,將激勵(lì)與自我激勵(lì)有機(jī)統(tǒng)一起來。 教育理論的價(jià)值在于指導(dǎo)教育實(shí)踐,推動(dòng)教育實(shí)踐的發(fā)展。而對激勵(lì)教育進(jìn)行理論探求的最終目的在于更好地服務(wù)激勵(lì)教育實(shí)踐。本研究通過對某校實(shí)施激勵(lì)教育的個(gè)案研究,剖析了當(dāng)前激勵(lì)教育所面對的文化困境、心理困境以及實(shí)踐困境,并從價(jià)值取向、目標(biāo)設(shè)計(jì)、操作過程這三個(gè)方面分析了造成這些困境的深層次原因。筆者認(rèn)為,激勵(lì)教育的順利實(shí)施,首先需要堅(jiān)持包括全面發(fā)展與因材施教相統(tǒng)一、集體教育與個(gè)別教育相統(tǒng)一、精神激勵(lì)與物質(zhì)激勵(lì)相統(tǒng)一、適時(shí)與適度相統(tǒng)一、競爭與合作相統(tǒng)一的激勵(lì)教育原則,在此基礎(chǔ)上,學(xué)校應(yīng)在宏觀層面上構(gòu)建激勵(lì)型的學(xué)校文化,中觀層面上建立激勵(lì)型的教師隊(duì)伍,微觀層面上體現(xiàn)激勵(lì)教育的實(shí)施細(xì)則,從而形成推動(dòng)激勵(lì)教育發(fā)展的合力。
[Abstract]:Unlike the single "species of life" of animals, human beings always have a rich and colorful "possible life". Every student has a huge potential for development. Their future is full of indefinable possibilities, and education is to turn these possibilities into reality one by one, so that students can acquire knowledge and skills at the same time. To grow into a subjective being with self-motivated spirit. In the knowledge economy society, the individual innovation thought, the innovation ability has already become the new talented person appraisal standard, each country has promulgated the laws and regulations to encourage the student to create the spirit cultivation one after another. On the other hand, education in our country is still in the traditional mode of "teacher-oriented" and "textbook oriented", and it is not in the encouragement of students' innovative spirit, nor in the stimulation of students' subjective consciousness. This greatly suppresses students' initiative and creativity, makes students become "bystander" and "object" in the process of education, and is not conducive to the cultivation of creative talents needed by the times. In order to change this situation and realize the cultivation of students' subjective spirit and ability, since 90s, motivation has been an effective means for individual to construct subjective consciousness. It has gradually developed from a kind of educational method and means to a new kind of educational thought, and has formed the corresponding theory of encouraging education and the practice of encouraging education. Incentive education is a kind of educational practice mode, which takes motivation as the main way and takes cultivating students' subjective spirit and ability as the core goal. It requires combining the education of students with self-education. In order to give full play to the subjective initiative of the educatees, the basis of encouraging education is the practical people in the real world, whose value is the cultivation of students' subjective consciousness and subjective ability. It needs to change the traditional education mode which emphasizes excessively accepting study, memorizing by rote, and mechanical training, so that students can get out of the oppressive state of personal physical and mental development and realize the promotion of the spirit of individual subject. The most pressing need of human nature is the desire to be affirmed, and the formation and development of individual subjective consciousness can even be regarded as the unity of external and internal incentives to a certain extent. If we want to achieve good educational results, teachers should not only give material or spiritual rewards to students in their daily teaching activities. As much as possible to awaken the dynamic spirit of the educatee, at the same time, we also need to urge students to identify with the external education of educators, consciously transform the requirements of educators into the needs of their own development. Combine motivation with self-motivation. The value of educational theory lies in guiding educational practice. Promote the development of educational practice. And the ultimate purpose of the theoretical exploration of incentive education is to better serve the incentive education practice. This study through a school to implement the case study of incentive education. This paper analyzes the cultural dilemma, psychological dilemma and practical dilemma faced by the current incentive education, and designs from the value orientation and goal. The three aspects of the operation process have analyzed the deep-seated causes of these difficulties. The author believes that the smooth implementation of incentive education needs to insist on the integration of all-round development and teaching according to their aptitude. On the basis of the unity of collective education and individual education, spiritual incentive and material incentive, timely and moderate unity, competition and cooperation. The school should construct the motivational school culture on the macro level, the inspiring teacher team on the meso level, and the detailed rules of the incentive education on the micro level, thus forming the resultant force to promote the development of the incentive education.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2011
【分類號(hào)】：G40

【引證文獻(xiàn)】

相關(guān)期刊論文 前2條

1 李冬萍;;社會(huì)主義新農(nóng)村建設(shè)的科學(xué)發(fā)展[J];教育教學(xué)論壇;2012年S1期

2 梁海龍;;高校課堂教學(xué)激勵(lì)模型構(gòu)建[J];吉林省教育學(xué)院學(xué)報(bào)(上旬);2012年11期

，

本文編號(hào)：1446160