The reward and punishment method is an educational method widely existing in different fields and led by educators, which belongs to the external incentive function. When the educated have no intrinsic motivation to study hard and manage themselves spontaneously, educators usually adopt the methods of praise, reward or criticism and reprimand.
Reward methods include general praise, praise and material rewards. And punishment methods generally include criticism and more serious punishment and fines.
As a positive and intensive educational method, reward is widely accepted and adopted in educational activities. Carnegie, a famous American educator, said that "praising others is the lubricant of interpersonal communication and the need of emotional communication", which can enhance the feelings between teachers and students. Psychologist James once said: "The deepest essence of human nature is the desire for attention", which shows the importance of reward. "Reward" is an affirmation or high evaluation of students' correct understanding and behavior. Appropriate rewards can make students get spiritual satisfaction and pleasure, enhance their learning motivation and improve the atmosphere of educational activities. In school education, we often see some students with average or even some shortcomings. Because of the positive reinforcement of praise and other educational methods, they have strengthened their self-confidence and increased their desire to study independently and explore knowledge. Because of the "Pi Gree Weng effect", they have truly become successful examples of top students.
However, if reward is to be an effective educational method rather than an ordinary educational means, it should be an educational art. Educators should pay attention to the artistry of rewards when implementing this method, including the following requirements: 1. The direction of reward is not only the result of success, but also the process of achievement, that is, the motivation, attitude, learning style and willpower shown in this process. 2. The frequency and degree of rewards are appropriate. Frequency refers to the awards at the time of awarding. Rewards should not be used indiscriminately without principles, making it a means to gradually reduce the effect. Degree means that the level of reward should be equal to the level of achievement. Too high or too low a reward will reduce the effectiveness of the reward. 3. Pay attention to the flexible use of rewards. Pay attention to the timeliness and pertinence of the reward, and the best time to implement the reward should be shortly after the correct behavior, so as to deepen the memory and enhance the effectiveness. As for the reward targets, some timid students need encouragement especially, while some students with stable self-esteem and arrogant performance will be hurt by too many rewards. Therefore, rewards should be unified and fair, and there should be some flexibility. In addition, the forms of rewards should be varied, from nodding approval to verbal praise, and then to specific forms of rewards (certificates, prizes, bonuses, etc. ) should be used flexibly and appropriately. No matter what form of reward, it should be spiritual encouragement in essence. The external symbols of encouragement can be prizes and bonuses, but in school education, besides using material rewards carefully, we should try our best to guide students to take the symbolic meaning rather than symbolic form of rewards as the first priority. 5. Rewards should be targeted at all students as much as possible, so as to form a collective public opinion, gain the support of student groups, and receive the effect of educating all students. 6. The reward standard should be moderate. If the reward conditions are high and it is not easy to do, you will lose the confidence to fight for it, and the reward will be meaningless; The reward conditions are too easy, you can get them easily, your interest is not high, and the reward effect can't last long. According to different objects, it can be implemented at different levels when necessary, so that everyone has a chance to win.
Rewards can also have negative effects. Excessive and untimely rewards will shift the purpose or goal to the current reward and put the learning goal in a secondary position, leading to "only doing things with prizes" and affecting the future "values". In a collective, there is competition when there is reward. The result of competition is that only a few people win, and the winner will naturally be excited for a while, while those who study hard will be discouraged. And the learning motivation generated by inner joy is the real learning motivation. Of course, you can't abuse rewards as the only means.
As a negative or negative reinforcement, punishment is a severe means, which makes people have a very contradictory mentality in educational activities. On the one hand, corporal punishment and other punishment methods are widely denied and prohibited, because it does not conform to the basic democratic spirit of respecting students in modern education; On the other hand, many educational theorists and practitioners have also realized the educational nature of punishment. For example, the ancient education in China emphasized the educational function of "waking up with a sound". Makarenko, an educator in the former Soviet Union, also correctly pointed out: "A reasonable punishment system is not only legal, but also necessary. This reasonable punishment system helps to form students' strong character, cultivate students' sense of responsibility, exercise students' will and sense of human dignity, and cultivate students' ability to resist temptation and overcome temptation. "
Therefore, just as reward does not necessarily constitute an educational method, punishment does not necessarily have nothing to do with education. The crux of the problem lies in how we use punishment. Proper use of punishment should pay attention to the following aspects: 1. The purpose of punishment is education, not punishment for the sake of punishment. Students must be made aware of the problem, and punishment means teachers' love, kindness and respect. When students have realized their mistakes and decided not to repeat them, they should be exempted from punishment. 2. When punishing, we must find out the facts, be fair, reasonable and accurate, master certain discretion, avoid the subjective emotion and arbitrariness of punishment, and not be extreme. Corporal punishment is forbidden, because it not only hurts the body, but also hurts self-esteem.