加强青少年人格教育——学校教育的追求-教育专业论文.docxVIP

Abstract The education of personality is the cream of ancient education thoughts in China and abroad. It is always the final purpose for educations to make students have healthy personality. However，there is.a deviation in our education at present that more and more parents regard education a means to realize their desire. for material benefits. Thus，education for examínation comes into being and is becoming more and more seríous. Schools treat education just as intellectual education 予 and even think it only marks. ln practice ，they pay more attention to intellectual education and marks than personality and think marks as important standard to evaluate students and teachers. Therefore，some students of high qualities who can get high marks but have unhealthy personality事 cant be found out on tíme. Nowadays吉 the youngs lack of personality mainly shows that their psychology standing abili句f is very weak，and they have Iittle sympathy for others声 and that intelligence is separated 仕om moral education. 1t does great harm to the youth themselves ，their families，and even the whole society. There are different reasons for that.1γs mainly because of bad env?ronment声 improper family education，and school education. In a word ，we should pay more attention to personality education. In order to do it well，we should improve our teaching methods，education relationship ，and education thoughts. First we ought to respect our students， then we can train personality. Only in this way can we help them form healthy personality. ? Key words: personality; healthy personality; personality education. 11 刖 刖 舌 对健全人格养成的忽视是长期以来形成的一个痼疾，就是重智能、 轻人格，是各类学校由于“应试教育”的产物，这一片面的教育取向 已经产生了许多不良效应。重视学生智能培养，这是无可非议的，是 为未来社会培养“英才”、“通才”、高智能人才的必要措施。但单方面 地强调智能培养，忽视人格塑造和全面素质的发展，这就必然导致青 少年畸形发展，最终使培养的人才“高智能、低素养”，与社会所需人 才完全“错位”。 现实教育实践中，有一种普遍的错误倾向，就是把学校教育“窄 化”为智育，又把智育“残缩”为分数。具体表现为重智能、轻人格； 重书本知识的学习，轻特长、志趣发展；重接受和记诵学习，轻人际 交往与信息交流方面的学习等。在对学生进行评价时，也常把高分数 作为评价学生优良的唯一标准，忽视对其人格做出评价。往往一些高 智能、高分数的学生在人格上这样或那样的缺陷由于