Praise And Discipline-speaking From Excessive Praise In Education

We often believe praising is a less hurtful way of education for students, whichcomes from the contrast of punishment. But we seldom pay attention and reflect thetrue value of praising in education and only seek the way to improve its effective usein acquiring the expected intention. The implementation of latest round of curriculumreform imparts a new educational philosophy in educational practice. Teachers arealso caught in a dilemma and arise the phenomenon of excessive praise when facedwith these two educational ideas. However, this phenomenon is not simply a means toovercome the plight of teachers, to accept a new educational philosophy, it is theresult of long-term "alienation" in praise and a kind of "discipline" of performance.Therefore, this phenomenon of excessive praise can reflect the true nature and valueof the significance of praise.The first chapter will describe the topics of the origin and significance oftheoretical and practical study and combines methods in the way of the lateral (inperspective, discipline/direction of the main line) and vertical (in recognition of themeaning of the main line lineage)(Standard) to summarize the literature. I hope tobe able to make in-depth studies, thus making the study more valuable.The second chapter begins with the existing literature, summarizes five conceptsof praise from the longitudinal aspects, and analyzes the changes of praise, thusforming the praise pedigree. Then I will analyze these five different concepts andreveal its inherent operational mechanisms and potential significance.The third chapter mainly based on the analysis of the second chapter, starts fromoverall pedigree of praise concept and then regards praise as an instrumental means of"alienation" process, a means of controlling influence and an educational influence todiscuses in details, thus revealing the nature of the current praise.The fourth chapter analyzes the result of current praise "alienation"-excessivepraise, and goes into in-depth analysis of its classification and its causes.The fifth chapter with Foucault’s eyes goes into depth analysis of discipline praise. The analysis of "discipline" praise from Specific theoretical level On one handcomes from the coexistence of two educational philosophy, on the other hand comesfrom the dualism of means and ends. The most fundamental thing lies in thetraditional educational philosophy. The main level will state the praise’s discipline" ofacademic writing environment, environmental and ethical value judgments writingenvironment between teachers and students. The technical level will exploretechnology in the classroom composition and operation mechanism from the level ofmonitoring, standardization and inspection, which will be clearly visible from theessence of praise discipline. Meanwhile, praise has not always has educationalsignificance. Praise is a performance of utilitarian relationship between teachers andstudents and also is a dualistic discipline.The sixth chapter begins with the existing concept of paradox with thepost-modern curriculum educational philosophy from the perspective of methodologyand explores ways to construct praise education meaning. Experiment and experienceare currently good methods to construct praise educational meaning.