關於促進學習的演講稿

如果我們重視學習，

就應該既重視學習的結果

也重視學習的過程。

人們在一種感覺安全和被關懷的氣氛中才能促進學習。古語道：“人們才不管你知道些什麼，除非他們知道了你在意這一點。

”在一所中學工作時，威廉·格拉瑟寫道：

老師們幾乎停止了所有的強迫手段，這跟學生們從幼兒園起就受到的待遇截然不同。當我們問學生為什麼不再搗亂，為什麼開始在學校裏學習時，他們總是回答：“因為你關心我們。”

一項對人際關係的經典研究證明了對於工作對象表示關心的結果——人稱“霍索恩效應”。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研究。研究人員來到工廠，看給一羣員工增加室內光線是否能提高生產力。條件的改善好像確實能提高工人的產量。但是，研究人員分析了另外一組沒有改變光線的工人後驚訝的`發現，他們的生產力也提高了。他們對這個結果迷惑不解，進一步的研究和分析表明生產力之所以提高，是因為工人們為管理層對他們表示出一點關心而高興。工人們感覺管理層關心他們，他們受到了重視。

如果使用強迫手段，人們就很難理解有人在關心他們。在二戰期間向日本展示如何提高質量的美國人W·愛德華茲·德明就明白這一點。他有一箇中心原則—— “趕走恐懼”。德明知道當強迫降到最少而信任和關心的氣氛發展到最大時，對激勵、表現、生產力和質量是最有利的。

在老師跟學生處於一種被動關係的課堂上，敢於搗亂的學生會成為英雄。因為這種強迫的氛圍是對抗性的。而在積極的關係中，搗亂的學生不會得到其他學生的支持。

自願形成的關係可以選擇，如朋友間的關係。但是課堂關係是非自願的。學生被分到某個班級，師生和同學之間的關係是不可以自己選擇的。本章所提倡的方法有助於把非自願關係變成自願關係。

如果學習得到了促進，某些活動就是不可接受的了。比如嘲笑、威脅、強迫、懲罰、賄賂、操縱、斥責、抱怨、羞辱、嘮叨和騷擾。我們很少對朋友使用這些強迫方法。要想保持友好的關係，就不可能用強迫手段來影響別人。

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。