有这样一个故事:某次考试中,一学生差几分及格,成绩难与家长见面。便向老师借几分,并保证下次考试加倍奉还。老师同意了。该学生于是加紧学习,成绩提高很快,最后成为优秀学生。在这种借分加倍还分的过程中,学生获得了信任,激发了学习内在的需要,学习取得了成功。这种措施针对全体学生而言,有其局限性。但对部分学生是有效的。教学管理中,笔者就实施了“分数银行”制度,一学期下来,效果明显。 There is such a story: In one examination, a student passed a few points, and the achievement was difficult to meet with the parents. I borrowed a bit from the teacher and promised to double my reward for the next exam. The teacher agreed. The student then stepped up his studies and his grades improved quickly. He eventually became an outstanding student. In this process of doubling points, students gained trust, inspired the inner needs of learning, and achieved success in their studies. This measure has its limitations for all students. But it is valid for some students. In the teaching management, the author implemented the “score bank” system, which has been effective for one semester.