阳光灿烂海滨分部
辩论赛
阳光灿烂幼儿园
能言善辩队
VS
语出惊人队
P
K
一起来看看老师们的观点吧
老师们的观点仅代表辩论时的观点哦
01
正方一辩
我方认为应对幼儿进行正面鼓励;不提倡对幼儿进行物质奖励。
《正面管教》中告诉21世纪的父母和老师们:正面教育是一种既不惩罚也不娇纵的管教孩子的方法……能培养孩子的自律、责任感、合作以及自己解决问题的能力,让孩子学会受益终身的社会技能和生活技能、取得良好的学业成绩。
心理学家认为人在得到适当正面奖励的状态下,能将能力发挥至 80%—100%,甚至超过100%。
正面教育引导是一切教育的最基本的原则,是一种影响范围更大的奖励,它可以带动人们从自身出发去规范自己的言行形成模范效应。
综上所述,我方认为,只有通过正面鼓励才会取得理想的教育成果。所以我们坚持正面鼓励引导孩子。
反方一辩
02
激励是指运用某种手段使受激励者得到需求上的满足,从而进一步调动其主观能动性,达到预期设定的目标。我方认为,物质激励比精神激励更直接有效,而且它能在短时间内完成自己预期的目的。
下面主要从三个方面阐述我方观点:
首先,儿童作为人类身心发展的初级阶段,首先考虑和满足的就是幼儿的生理需求和安全需求,而物质奖励能够最直接、有效的满足幼儿的部分生理需求,这就有力的证明了对于幼儿来说物质奖励比精神奖励更为重要。
其次,从儿童心理学的角度看,3-6岁儿童以具体形象思维为主,在思维过程中必须依靠实物的形象作为支柱,具体的物质奖励更能起到鼓励的作用。让人心情愉悦,调动积极性。
最后,从实际角度看,不少家长和老师会采取物质激励的办法来稳定孩子的情绪或达到其他目的,相比较于口头表扬的方式,物质奖励的使用率更高。
因此,我方认为物质奖励比精神奖励更有效。
03
正方二辩
我们阳光灿烂的教育理念是“帮助我让我成长”,不是“奖励我”哦!教育不是让孩子用物质去衡量获得,让孩子变得功利的过程。物质奖励短时虽然会有明显的效果,但对于孩子的成长来说,可以说这种附带条件的爱在害了他!
而且现在的孩子物质方面本来就很丰富,我们作为老师又能给他们怎么样的物质才能满足他们的需求呢?孩子还是孩子,自我分辨能力和三观尚未形成,不能以物质奖励去助长孩子形成无利不欢的价值观。
反方二辩
04
物质奖励背后的心理学原理是行为主义心理学。趋利避害是生物的基础本能,就好像胡萝卜加大棒一样,做好了就给胡萝卜,搞砸了就打屁股,奖励可以让孩子的行为变得更好。
比如经典的“巴甫洛夫的狗”。比如孔夫子劝端木赐领取鲁国的补偿金,再比如前几年,莫言和屠呦呦获得的诺贝尔奖、电视上播放的“呼吁市民们踊跃举报,举报有奖”的标语、奖学金、绩效考核机制……这些不都是物质奖励吗?
最后,我们从幼儿自身角度看,每个孩子都是独立的个体,教师要因材施教。对待那些用语言无法与其达成一致的孩子,家长和老师们用物质激励来稳定孩子的情绪或达到其他目的,其效果更加显著。
05
正方三辩
Thank you everyone for being here today. I’d like to start off by reminding everyone of our schools motto: “We turn children into lifelong students who are: independent thinkers, social communicators, and loving people.” I would like to emphasize the term “lifelong students”. How can we best help turn our young learners into lifelong learners? The answer is simple, intrinsic, also known as, internal motivation. Most children are born with a strong natural intrinsic motivation to learn about the world around them. It is our job to help foster and grow this internal motivation and enjoyment they get from learning. Sometimes a little extra external motivation may be needed to spark an initial interest in a subject or to help guide a student towards a goal, but can easily become a crutch for both the student, and for the teacher in terms of motivation. Not only that, but external motivation has been shown to actually decrease intrinsic motivation in something a student was already interested in, leading to decreased enjoyment and motivation in the long-term (Anderson, R., Manoogian, S. T., &Reznick, J. S. (1976)). When a child is doing something to merely get a material reward, as soon as the material reward vanishes, so will their motivation. Many studies over the past 60 years have shown time and time again that intrinsic motivation is far better than extrinsic motivation at predicting continued interest and enjoyment in school, and therefore, future success (Dollinger, S. J., &Thelen, M. H. (1978); (Viljaranta, J., Lerkkanen, M. K., Poikkeus, A. M., Aunola, K., &Nurmi, J. E. (2009); ). Merely acknowledging and verbally praising accomplishments and improvements is more than enough to help guide our children to becoming lifelong students who are: independent thinkers, social communicators, and loving people.
反方三辩
06
There are two things that drive human actions: necessities — such as food, sleep, avoidance of pain; and rewards.
Neurons in the different regions of the brain comprise the reward system which communicate using a chemical known as dopamine: For example, dopamine-producing neurons in the brain’s ventral tegmental area communicate with those in a region called the nucleus accumbens in order to process rewards and to motivate behavior. Neurons that release dopamine are activated when we expect to receive a reward.
This chemical dopamine enhances reward-related memories. It strengthens synapses — or the junctions where neurons pass messages — in the brain’s learning and memory center, known as the hippocampus.
Dopamine signaling in areas of the brain that process emotions — known as the amygdala — and regions involved in planning and reasoning — the prefrontal cortex — also creates emotional associations with rewards. We should remember it’s not the reward itself, but the expectation of a reward that most powerfully influences emotional reactions and memories.
In closing the brain’s reward system reinforces behaviors associated with rewards and prevents behaviors leading to punishment.
05
正方结辩
我方在这场辩论无论是理论还是事实都充分辩述了对幼儿进行正面鼓励。要取得理想的教育成果应当坚持正面鼓励。
物质奖励的基础是逼迫和交换,长期的物质奖励形成的学习能力是不可持续的,长期的物质奖励是有害无利的。
根据3-6岁的儿童发展指南要求里,没有任何一项文字里提到物质鼓励。所以幼儿园里的正面鼓励引导是有多么的重要。柏拉图说过,“一个人所受到的教育决定了他未来的人生”。我方认为,只有通过正面鼓励才会取得理想的教育成果。所以我们坚持正面鼓励引导孩子。
反方结辩
06
物质奖励跟我们每一个人如影随形,物质基础决定精神建筑,摸得着看得见的东西能更好的让幼儿体验到欢乐,从而与他当下的活动产生美好的情感连接,那么,他会很乐意的重复这项活动,因为这项活动给他带来美好的体验,这样的体验和连接,不是一句你很棒,就能产生的,这是由幼儿的年龄特征和心理特点决定的。
我们读书学习努力工作是为了什么?是为了一句你很棒吗?
还是为了长大之后能住房自由穿衣自由饮食自由,是为了可以随时来一场说走就走的旅行?而这些目标不都是看得见摸得着的实实在在的物质吗?这些不是你努力最重要的动力源吗?这也可以说是人一生最大的物质奖励!
编辑:Ciel
初审核:Alice、Lee、Jasmine
终审核:Kathy
因爱而灿烂
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园区地址
阳光灿烂瑞景幼儿园:
洪文一里25号之四(瑞景新村西门口)
阳光灿烂海滨幼儿园:
厦门市思明区会展南三路85号
阳光灿烂湖边幼儿园:
湖里区世茂湖滨首府观日西二里24号108
阳光灿烂国金幼儿园:
思明区前埔路506-508号国金广场裙楼一层05单元 (宝龙一城斜对面)
三颗豆英语教育培训中心:厦门市思明区洪文一里瑞景新村25-18-102
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