【作者】 潘永兴；

【导师】 柳海民；

【作者基本信息】 东北师范大学 ， 教育学原理， 2011， 博士

【摘要】 与动物单一的“种生命”不同,人类总是拥有着丰富多彩的“可能生命”。每一个学生身上都隐藏着巨大的发展潜质,他们的未来更是充满了难以限定的可能性,而教育便是要将这些可能性逐一转化为现实,使学生在获得知识技能的同时,成长为具有自我能动精神的主体性存在物。在知识经济社会中,个人的创新思维、创新能力已经成为新的人才考核标准,各国相继出台了法律法规鼓励学生创造精神的培养。然而,反观我国教育却仍然停留于“以教师为本”、“以教材为本”的传统模式之中,吝于对学生创新精神的鼓励、吝于对学生主体意识的激发,这就极大地压制了学生的主动性和创造性,使学生变成了教育过程之中的“旁观者”与“客体”,不利于培养出时代所需要的创新型人才。为了改变这种状况,实现对学生主体精神、主体能力的培养,自90年代以来,激励作为一种个人建构主体意识的有效手段,开始逐渐由一种教育方法和教育手段发展成为一种全新的教育思想,并形成了相应的激励教育理论和激励教育实践。激励教育是一种以激励为主要方式,以培育学生主体精神和主体能力为核心目标的教育实践模式,它要求将对学生的教育与自我教育结合起来,以充分发挥受教育者的主观能动性。激励教育的基点是现实世界中的实践着的人,其价值旨归在于学生主体意识和主体能力的培养,它要求改变以往过度强调接受学习、死记硬背、机械训练的传统教育模式,从而使学生走出个人身心发展的压抑状态,实现个人主体精神的弘扬。人类本质中最殷切的需求是渴望被肯定,个人主体意识的形成和发展在一定程度上甚至可以被视为外在激励与内在激励互为统一、互为融合的过程。而激励若要取得良好的教育效果,就不仅需要教师在日常的教育教学活动中对学生施以物质或精神上的奖励,尽可能地唤醒受教育者的能动精神,同时还需要促使学生认同教育者的外在教育,自觉将教育者的要求转化为自身发展的需要,将激励与自我激励有机统一起来。教育理论的价值在于指导教育实践,推动教育实践的发展。而对激励教育进行理论探求的最终目的在于更好地服务激励教育实践。本研究通过对某校实施激励教育的个案研究,剖析了当前激励教育所面对的文化困境、心理困境以及实践困境,并从价值取向、目标设计、操作过程这三个方面分析了造成这些困境的深层次原因。笔者认为,激励教育的顺利实施,首先需要坚持包括全面发展与因材施教相统一、集体教育与个别教育相统一、精神激励与物质激励相统一、适时与适度相统一、竞争与合作相统一的激励教育原则,在此基础上,学校应在宏观层面上构建激励型的学校文化,中观层面上建立激励型的教师队伍,微观层面上体现激励教育的实施细则,从而形成推动激励教育发展的合力。更多还原

【Abstract】 Different from the "species life" of animal, human beings always has a variety of "possible life." Every student have is hiding a huge development potential and their future always has a variety of possibilities. The function of education is to transfer these possibilities into reality, help students acquire knowledge and skill, as well as grow into the subjective existence with the activating spirit.In the society of knowledge economy, the individual’s innovation thinking and ability has become the new talent assessment standards, and many countries have been introducing laws and regulations to encourage students to develop their creative spirit. However, the education of China is still in the traditional system that emphasizes the "teacher-centered" or "textbook-centered" concept. In this educational system, we always ignorance the encouraging of student’s creative spirit and the inspiring of subject consciousness, and this system great suppress the initiative and creativity of students, making students become the "bystander" and "object" of the educational process, and have a negative effect on the cultivating of innovation-talents according to the new era’s needs.In order to change this situation and realize the goal of the cultivating of the subjective sprit and ability of students, the encouraging education, as a effective way to establish the subjective conscious, has began gradually from a new educational ideology from an educational method and means, and produced some corresponding theories and practices since 1990s.The encouraging education is the practical educational system, which take inspiring as the main way and cultivating the subjective sprit and ability as core. It calls for the education and self-education of students so they can fully exert their subjective initiative. The base point of encouraging education is the man in practice, and its value orientation is the cultivating of student’s subjective conscious and ability. The encouraging education request the change of the traditional educational system which overly emphasize the reception learning, rote learning, mechanical training, so it can help students walk out the depression state of physical and mental development and achieve the upholding of subjective sprit.The eagerest need of human essence is approved by another people. The form and development of individual subjective conscious is can be seen as the process of unify and fusing of exoteric as well as intrinsic motivation to some extent. If wanting the good educational effects from incentive, teachers should not only impose material or moral incentive on students to arose their activating spirit, but also prompt students to identify the exoteric education from teachers and transfer the teachers’requests into self-requests, making motivation and self-motivation together.The value of educational theory is guiding and prompting the development of educational practice. Furthermore, the finally aim of discovery of the encouraging education is to serve the practice of the encouraging education better. This research made a case study of the encouraging education practice in one middle school, analyzed the culture, psychology and practice difficulties of the encouraging education practice, then analyzed the deeper reasons arousing these difficulties from the perspective of value orientation, target designing, operation process. Firstly, the smooth implement of the encouraging education need five principles, such as the unities of integrated development and individualized teaching, collective education and individual education, material incentive and moral incentive, timing and moderation as well as competition and cooperation. On this base, school should construct the incentive-based school culture in the macro-level and the incentive-based teacher troop in meso-level, and incarnate implement rules of the encouraging education, so generate the resulting force to prompt the development of the encouraging education.更多还原