期望效应在小学教育教学中的应用

《期望效应在小学教育教学中的应用》由会员分享，可在线阅读，更多相关《期望效应在小学教育教学中的应用（8页珍藏版）》请在装配图网上搜索。

1、小学是义务教育的初始阶段，更是习惯养成的关键时期，良好的小学教育是一个人成功发展的基石。根据心理学家埃里克森的人格发展理论，处于学龄期（6-12岁）的儿童主要发展冲突为“勤奋对自卑”，这一阶段儿童都应在学校接受教育，学校是训练儿童适应社会，掌握今后生活必需知识和技能的地方，这个阶段的儿童十分在乎周围人对他们的评价，在别人评价中形成对自我的认识。大多数儿童进入小学时，都认为自己没什么做不了的，但不久，他们就会发现自己可能并没有想象中那么优秀，因此，为了受到大家的欢迎，引起老师的关注，他们会努力展现自己最棒的一面，如果成功，他们的能力感就会增强，使他们以自己的方式成为积极的、有成就的社会成员。失败

2、的体验则会使儿童产生无能感，导致对创造性与幸福感的不良预期。这个时期，儿童要么形成勤奋感和对自己力量和能力的信心，要么形成自卑感和对自己天分与技能的低评价1。因此，这个阶段儿童对外界的积极评价是十分渴求的，环境的积极期望将有助于儿童形成勤奋感，进而形成健康人格。一、什么是期望效应期望效应也叫皮格马利翁效应，源于一个古老的希腊神话。皮格马利翁是希腊神话的塞浦路斯国王，善雕刻，不喜欢凡间女子，于是将全部精力、热情、与爱恋赋予一座自己雕塑的象牙少女像。最终，他的执着打动了爱神阿芙洛狄忒，于是赐予雕像生命，并让他们结为夫妻。“皮格马利翁效应”成为一个人只要对艺术对象有执着追求精神，便会发生艺术感应的代

3、名词，后来被用于教育心理学中。1968年，美国心理学家罗森塔尔做了一个关于“在课堂中的皮格马利翁效应”的实验。实验研究了教师的期望与学生智力发展间的关系，试验先对1至6年级的学生进行了一次所谓预知未来发展的智力测验（实则不然），而后在各班随机，抽取了一部分学生作为实验组，称这些孩子具有很大的发展潜力。其余学生则作为控制组。8个月后，又对全体学生进行了一次同样的测试。结果发现实验组学生（特别是低年级学生）智力提高得更快2。试验中，教师因受到实验者的暗示，对实验组学生抱有更高期望，并以实际行动传达给这些学生，学生接收到教师的期望后给予教师积极反馈，维持或发展教师原有期望，教师进而会给予这些学生更多

4、关注，如此反复，使期望效应变为现实，这样的期望效应称为正期望效应3。实际生活中负期望效应随处可见，主要有两种表现方式：一种是教师、家庭、同伴群体的消极评价、否定、嫌弃等都将导致学生智力衰退、精神不振等心理问题，一种是过高的期望使学生因达不到期望值而造成较重的心理压力，对自己进行消极评价。近年来，期望的负效应越来越多地受到人们的关注。由此可见，合理运用期望效应在小学教育教学中是十分重要的。二、如何有效运用期望效应由于期望效应包含正期望效应与负期望效应两类，负期望效应会对学生造成不良影响，因此有效运用期望效应变得尤为重要。（一）真正了解学生想要合理运用期望效应，最基础也是最重要的一点就是了解学生。

5、只有深入了解学生才知道其目前处于怎样的发展阶段，他的需求是什么，有怎样的价值观念，在此基础上才能合理、有效地对其提出期望，不能过高，也不能过低，最合适的才是最好的。1.了解学生的最近发展区最近发展区理论是由前苏联教育家维果茨基提出的儿童教育发展观。他认为学生的发展有两种水平：一种是学生的现有水平，指独立活动时能达到的解决问题水平；另一种是学生可能的发展水平，也就是通过教学获得的潜力。两者之间的差异就是最近发展区。这提示教育工作者在教学中应着眼于学生的最近发展区，为学生提供带有难度的内容，调动学生积极性，发挥其潜能，超越其最近发展区而达到下一发展阶段水平，然后在此基础上进行下一个发展区的发展。期

6、望效应有效运用的前提就是尊重学生的现有发展，顺应其发展过程，教师对学生提出的期望应基于学生的最近发展区，期望应具有一定的高度，能充分调动学生的积极性，发挥其潜能，同时保证学生通过努力实现，只有这样才能最大限度发挥期望的效果。2.合理运用多元智力理论多元智力理论由美国心理学家加德纳提出。通过对脑损伤病人的研究及对智力特殊群体的分析，提出人类的神经系统经过100多万年的演变，已经形成了互不相干的多种智力。加德纳认为，智力的内涵是多元的，它由8种相对独立的智力成分构成。每一种智力依据某一社会对它的需要、奖赏及对社会的作用，其价值不同。八种智力分别为言语智力、逻辑-数学智力、空间智力、音乐智力、运动智

7、力、人际智力、自知智力、自然智力4。这或许就是为什么“术业有专攻”的另一种解释。实际教育教学中，很容易看到这样的现象：有些同学在言语智力方面有着优秀的表现，出口成章、妙笔生花，然而在数理逻辑方面却怎么也不开窍，这就是我们常说的文科生与理科生的区别，同时是多元智力理论的体现。在这样的情况下，如果要求那些在逻辑-数学智力方面有局限的同学要像擅长此领域的学生一样考取高分就显得不切实际，只有结合自身情况给予适当期望值，才有可能产生积极影响。由此可见，教育教学中我们应该多关注学生，根据加德纳的多元智力理论理性地分析其优势与不足，进而提出合理有效的期望。（二）学校、家庭、同伴群体发挥合力以往研究表明，外界

8、环境的期望在很大程度上影响着一个人对自我的认识，从而进一步影响人格形成。处于小学阶段的儿童面临的人格发展矛盾为“勤奋对自卑”，两种截然相反的人格的形成有赖于环境评价。 对于处于小学阶段的学生而言，他们接触到的环境主要由学校、家庭及同伴群体三个因素组成。家庭是儿童的第一所学校，父母是儿童的第一任老师，在这里，他们学到了最初的与人交往方式，培养了一定的行为习惯，同时根据家人的期望、评价对自己有了一定的认识。学校是儿童积累知识与经验，进一步社会化的场所，这里，他们开始接触集体生活，学习如何与老师、同学相处，培养良好学习、行为习惯，通过老师及同学的评价与期望进一步了解自己。同伴群体是由一些年龄、兴趣、

9、爱好等方面较为接近的人组成的非正式初级群体。对小学生而言，同伴群体主要就是周围玩伴、同学，他们的期望与评价对儿童形成自我认知十分重要。可见，学校、家庭、同伴群体的期望对小学生成长及健康人格形成起着关键作用。三者缺一不可，只有形成合力，才能最大限度地发挥期望作用。三、期望效应带给小学教师的启示根据以往研究不难看出，期望效应无论在小学生的智力发展、学业成绩方面，还是在健康人格形成方面都起着至关重要的作用，同时，对广大一线小学教师带来以下几点启示：（一）“相信”的力量是伟大的有人说：“每个孩子都是种子，只不过每个人的花期不同。有的花，一开始就灿烂绽放；有的花，需要漫长等待。不要看着别人怒放了，自己那

10、棵还没有动静就着急，相信是花都有自己的花期，细心呵护自己的花，慢慢看着长大，陪着他沐浴阳光风雨，何尝不是一种幸福。相信孩子，静等花开。也许你的种子永远不会开花，因为他是一棵参天大树。”教育教学过程中，作为孩子步入校园后学习生涯中的第一任教师，我们要学会“相信”，相信每个孩子都有独特之处，都有隐藏潜能，都能有所成长，我们相信了，他们就会相信，就会有所行动，就会有所成长。（二）不吝惜你的赞美太多实例告诉我们，老师一个赞赏的眼神、一个鼓励的动作、一句赞美的语言，都有可能对学生成长起到深远影响，他们在你的赞美中看到了自己的闪光之处，为了不负你的期望，定会将得到你赞美的行为延续下去，不断完善自己，以期得

11、到你的肯定。（三）发自内心地爱每一个学生孩子天生对爱有着强烈的感知能力，一定知道你到底爱不爱他，因为你的爱会透过语言、动作、神态等一切他们可以感知到的方式展现出来，你的爱会点燃他们心中的热情，开发他们的潜能，调动他们的积极性，成为他们不断完善的动力。发自内心地爱每一个学生，他们一定会有所察觉、有所改变。Primary school is the initial stage of compulsory education, but also a critical period of habit, good primary school education is the foundation of

12、 one success. According to psychologist sven goran erikssons theory of personality development, in school-aged children (6 to 12 years old) main development conflict is hard to inferiority, this stage children should accept education in school, the school is to train children to adapt to the society

13、, grasp the necessary knowledge and skills in the future life, children at this stage is very care about the people around their evaluation, the understanding of the formation of self in the others evaluation.Most children enter elementary school, think they do nothing, but soon, they will find them

14、selves may not imagination of so good, so, in order to get the welcome of people, cause the attention of the teacher, they will try to show your best, if successful, their ability to sense will strengthen, make them in their own way to become a positive, productive members of society. The experience

15、 of failure can make children have impotence, lead to bad expectation of creative and happiness. This period, children or to form hard feeling and confidence in their own strength and ability, either form inferiority complex and low evaluation of his own talents and skills of 1. Therefore, this stag

16、e of childrens positive comments on the outside is very thirst, environment of positive expectations will help children to form hard feeling, and then form a healthy personality.A, what is the expectation effectExpectation effect is also called the Pygmalion effect, is the result of an ancient Greek

17、 myth. Pygmalion is a Greek myth of the king of Cyprus, carving, dont like down-to-earth lady, then gives all his energy, enthusiasm, and love to a sculpture of ivory girl like yourself. In the end, his persistent moved los di te, o love of god and given to the statue, and let them get married. Pygm

18、alion effect to become a man as long as there is persistent pursuit for art objects, will happen synonymous with induction of art, was later used in education psychology.In 1968, American psychologist Rosenthal made a about Pygmalion effect in the classroom. Experiment to study the relationship betw

19、een the expectations of teachers and students intelligence development and test for the students of grade 1 to 6 first conducted a so-called to predict the future development of intelligence test (outcomes), and then randomly in each class, draw the part of students as experimental group, says these

20、 children have great development potential. The rest of the students as control group. Eight months later, again to all the students conducted a similar test. Results from the study found that the students (especially junior student) intelligence to improve faster 2. Test, the teacher suggested by t

21、he experimenters, in the experimental group students have higher expectations, and take concrete actions to convey to the students, students receive the teachers expectation after giving positive feedback, maintain or develop teachers expectation, original teachers, in turn, these students will be g

22、iven more attention, so repeatedly, to make the expectation effect, the expectation effect called positive expectation effect 3. Negative expectation effect can be seen everywhere in real life, there are two main ways: one is a teacher, the family and peer group of negative evaluation, negation, aba

23、ndon, etc. Students will lead to mental decline, depressed and other psychological problems, one is high expectations so that the students due to short of expectations heavy psychological pressure, negative evaluation to myself. In recent years, the negative effects of expect more and more attention

24、. Thus, reasonably applying expectation effect in the teaching of primary school education is very important.Second, how to effectively use expectation effectBecause of the expectation effect contains two types of positive expectation effect and negative expectation effect, negative expectation effe

25、ct will have negative effect on the students, thus effectively using the expectation effect is particularly important.(a) really understand the studentsWant to reasonable use of expectation effect, the most fundamental and most important is to know the students. Only understanding students didnt kno

26、w what it is at a stage of development, what he needs, what is the value idea, on the basis of this to reasonably and effectively is put forward to its expectations, not too high, also cannot too low, the most suitable is the best.1. Understand the recent developments of studentsThe theory of the zo

27、ne of proximal development is put forward by the former Soviet union educator viggo, childrens education development. He thinks that the development of the students has two levels: one is the students existing level, refers to the activities can reach the level of problem solving independently; Anot

28、her kind is the development level of students may also is through teaching the potential gain. The difference between the two is a recent development area. This prompt education workers should focus on students in teaching, the zone of proximal development to provide students with the content of the

29、 difficulty, arouse the enthusiasm of students, and exert its potential, beyond its recent developments and to reach the next stage of development level, and then on the basis of the development for the next development.Expectation effect and effective use of existing development of students is the

30、premise of respect and adapt to the development process, the teacher expectations of students, the zone of proximal development should be based on students expect should have a certain height, can fully mobilize the enthusiasm of students, exert its potential, at the same time ensure that students t

31、hrough the efforts to achieve, only in this way can the maximum play to the desired effect.2. The reasonable by using the theory of multiple intelligencesMultiple intelligence theory put forward by American psychologist Gardner. Through the study of brain injury patients, and the analysis of the spe

32、cial group of intelligence, puts forward the human nervous system through the evolution of more than 100 in ten thousand, has already formed the unrelated to multiple intelligence. The connotation of Gardner believes that intelligence is diverse, it consists of eight relatively independent intellige

33、nce component. Each kind of intelligence on the basis of a societys need for it, reward and the social role, its value is different. Eight kinds of intelligence are verbal intelligence, logical - mathematical intelligence, spatial intelligence, music intelligence, sports intelligence, interpersonal

34、intelligence, self-knowledge intelligence and natural intelligence 4. This is probably why there are specializing in another explanation.Actual education teaching, it is easy to see such a phenomenon: some students has excellent performance in verbal intelligence, speaks eloquently and flair, in ter

35、ms of mathematical logic, however, how to also dont begin to understand, this is we often say that the difference between arts and science, and is the embodiment of the theory of multiple intelligence. In such cases, if asked the limitations in the logical - mathematical intelligence classmates like

36、 specialize in the field of students earning high marks is impractical, only combined with oneself circumstance to give appropriate expectations, is likely to have a positive impact.Thus, we should pay more attention to students in education teaching, based on Gardners theory of multiple intelligenc

37、e rationally analyze its advantages and disadvantages, and then put forward the reasonable and effective.(2) the school, family and peer group play togetherPrevious studies have shown that the expectations of the external environment to a great extent, affects a person understanding of self, thus fu

38、rther influence the formation of personality. At the primary stage of children face the personality development of contradiction as the hard to inferiority, the formation of the two opposite personality depends on environmental assessment. In the primary school students, for their part, are in conta

39、ct with the environment is mainly composed of school, family and peer group of three factors. Family is the childs first school, parents are the first teachers of children, in here, with people they learned in the first place, cultivating a certain behavior, at the same time according to the familys

40、 expectations, evaluation, have a certain understanding about themselves. School is a childrens knowledge and experience, further social place, here, they begin to contact the collective life, learn how to get along with teachers and classmates, good learning, behavior, through the evaluation and ex

41、pectations of teachers and classmates learn more about yourself. Peer group is made up of some age, interests, hobbies, etc, is more close to the informal primary groups of people. For primary school students, peer group is mainly around the playmate, classmates, their expectations and evaluation fo

42、rm self is very important for children.Visible, school, family and peer group hopes to elementary school students grow and healthy personality formation plays a key role. Indispensable, only mix, can maximize expected effect.Third, the expectation effect to primary school teachersBased on previous s

43、tudy it is not hard to see, the expectation effect in terms of elementary students intellectual development, academic performance, or in terms of healthy personality formation plays an important role, at the same time, for a line of elementary school teachers to bring the following enlightenment:(a)

44、 the power of believe is greatSomeone said: every child is a seed, but the flowering of everybody is different. Some flowers, a brilliant start to bloom; some flowers, need a long wait. Dont look at it in full bloom, yourself that no action will try so hard, believe that flower has its own flowering

45、, attentive caress your flowers, slowly grew up watching, accompanied him sunshine wind and rain, it not a kind of happiness. Believe that children, such as static flowers. Maybe your seed will never blossom, because he is a tall tree. Education teaching process, as the first teachers of children in

46、to the campus after study career, we must learn to believe, believe that every child is unique, there are hidden potential, can grow, we believe that they will believe, would do, would grow.(2) spare you praiseTeacher tell us too many instances, an admiring look, a movement, a word of praise encoura

47、ge language, may have profound influence on students growth, they saw his flash in your praise, in order to not be your desire, will surely will get you praise behavior continues, constantly improve themselves, in order to get your affirmation.(3) a heartfelt love each studentChildren naturally have

48、 a strong awareness of love, must know you love him or not, because you love through language, action, bearing all the way they can be perceived, your love will ignite passion in their heart, develop their potential, arouse the enthusiasm of them, as they improve motivation. A heartfelt love each student, they will notice and change.