In fact, in people's learning activities, there is a psychological phenomenon called "feedback effect", that is, if learners can understand their own learning results, then this understanding of learning results will play a strengthening role and promote learners to study harder, thus improving learning efficiency. Psychologists have conducted extensive research on feedback effect and put forward many enlightening views.
Rosie and Henry proved through experiments that in learning activities, it is much better to have feedback (knowing the exam results after learning) than not to have feedback (not knowing the exam results). Moreover, immediate feedback (knowing the test results every day) is more effective (dynamic) than remote feedback (knowing the test results a week later).
Brown's experiment shows that different feedback methods have different effects. For example, asking students to evaluate and correct homework can stimulate students' enthusiasm more than teachers, because the former can stimulate students' initiative more.
One of Page's grand experiments proves that teachers' evaluation methods are different and the results are different. If the teacher gives the results and then writes some targeted comments according to the students' reality, the incentive effect is the best; After the teacher gives the results, write some comments in a fixed format (such as "Very good, carry forward!") ) "There is progress, keep working hard!" Wait a minute. ), followed by the incentive effect; If the teacher simply gives the results without any comments, then the incentive effect is the worst.
Rabbi's experiments also prove that the feedback effect is not only manifested in knowledge learning, but also in the learning of motor skills (such as shooting training).
According to the research results of psychologists, we understand how important it is for children's growth if teachers can feedback students' academic performance in time and give pertinent and targeted comments. In reality, most of the situations are: the teacher simply marks the students' usual homework and papers, but ignores the evaluation of the students' learning advantages and disadvantages. Naturally, it is difficult to give full play to the feedback effect of scores on students.
However, we cannot blame our teachers. Compared with teachers in developed countries, the workload of teachers in China is really too heavy. It is obviously unrealistic to ask them to write pertinent analysis and comments on every homework and every exam of students. At this point, parents can be said to be of great use.
Strengthening the feedback function of teachers' scores to children is mainly achieved by improving the effectiveness of score feedback. If a child doesn't care what score he gets, it's hard to imagine any good feedback. Therefore, parents should first let their children understand the meaning of scores and truly regard scores as one of the important yardsticks to evaluate their growth and progress, which is the premise for children to have good feedback effect. Secondly, parents should let their children develop the habit of evaluating the success or failure of each score. For example, if you are deducted, you should know whether your knowledge is bad or you are not careful. If the child goes to primary school, it is necessary for parents to check the child's homework and test papers, because the child's analytical ability is poor at this time, and parents may tell him the success or failure of his study through inspection. With the growth of children, parents should guide their children to understand their own learning situation through the analysis of their own achievements, gradually form habits, and let them know how to motivate themselves and make continuous progress in their studies.