作业写不完惩罚有没有好处

当我们发现学生没有完成家庭作业时，我们对他们的惩罚有效吗？学生不完成家庭作业往往有三种情况。一是家庭中没有学习的条件与氛围，在没有学习条件的情况下学生是无法完成家庭作业的，在没有学习氛围的情况下学生是否完成家庭作业也就不再重要，作为学生个人是无力去改变或者创造学习条件与氛围的。二是学生不会做家庭作业，也就是说，学生在学校的课堂学习并没有习得完成家庭作业的能力，这种情况的原因以及责任在上文中有所介绍，似乎也很难说是学生可以改变得了的。三是教师们布置的家庭作业实在是太多，在有效的时间内肯定完成不了，在这种情况下，有些积极的学生可能会尽可能去做家庭作业，以减少没有做的数量；可有些消极的学生会认为反正都做不完，还不如都不做。在这儿我们要强调的是，学生并不是面对一位教师布置的家庭作业，而是数位教师，可能在一位教师看来这点作业是非常少的，可把数位教师的作业加起来就可怕了。如果我们不认可作业量太大的事实，而去责备学生做作业的态度不端正，难免有宽容自己之嫌。

When we find out that students don't finish their homework, do we punish them effectively? There are three situations when students don't finish their homework. First, there is no learning condition and atmosphere in the family, and students can't complete homework without learning conditions. Whether students complete homework without learning atmosphere is no longer important. As students themselves, they can't change or create learning conditions and atmosphere. Second, students can't do homework, that is to say, students don't acquire the ability to complete homework in school classroom learning. The reasons and responsibilities of this situation are described in the above, it seems that it's hard to say that students can change it. Thirdly, the homework assigned by the teachers is too much, which can't be finished in an effective time. In this case, some active students may try their best to do homework to reduce the amount of homework they haven't done; but some negative students may think that they can't finish it anyway, so it's better not to do it at all. What we want to emphasize here is that students are not faced with homework assigned by a teacher, but with digital teachers. In the eyes of a teacher, this kind of homework is very few, but it is terrible to add up the homework of digital teachers. If we don't agree with the fact that the amount of homework is too large, and blame the students for their improper attitude towards doing homework, it's hard to avoid tolerating ourselves.

其实，在课堂教学中，乃至于在整个教育教学过程中，如果教师要惩罚学生，势必得首先追问自己是否有过错。这并不是苛求教师的教学行为要十全十美，而是说在师生关系中，教师往往处于主动与强势，如果我们不首先追问自己，难免会把自己的某些过错，当然也有很多是专业上尚无法解决的问题，都归责于我们的学生。对于学生来说，他们处于被动与弱势地位，既不敢反驳教师的惩罚，更没有能力来追问导致问题的真正原因是不是在教师身上。比如姐姐那个小男孩，他之所以不再主动地对待客人，虽然表面上是他的“过错”，可真正导致他“今天过错”的原因，又是不是姐姐在对他进行教育过程中曾经的错误呢？相信凭着他现在的年龄与智慧既不敢来做此评判，也没有能力做出科学的结论。

In fact, in the classroom teaching, and even in the whole process of education and teaching, if teachers want to punish students, they must first ask whether they are at fault. This is not to demand that the teaching behavior of teachers be perfect, but that in the relationship between teachers and students, teachers are often in the initiative and strong, if we do not first ask ourselves, it is inevitable that we will put some of our faults, of course, there are many professional problems that can not be solved, all of which are attributable to our students. For students, they are in a passive and weak position, neither dare to refute the punishment of teachers, nor have the ability to ask whether the real cause of the problem is the teacher. For example, the little boy of his elder sister, the reason why he doesn't take the initiative to treat his guests, although it's his "fault" on the surface, can it really lead to his "fault today", is it the mistake that his elder sister made in the process of educating him? I believe that with his age and wisdom, he is neither able to make such a judgment nor able to make scientific conclusions.

任何外在的惩罚都不是改变学生内在动机的原因，正如任何外在的表扬也不是改变学生内在动机的原因一样。当学生做了一件正确的事情，我们因为真切地接受并佩服他在这件事情中表现出来的能力与品质，从而对他的这种能力与品质进行表扬。当他接受我们对他这种能力与品质进行表扬，并以此确认自己的努力方向时，学生才会因此更加勤奋地做更多的正确事情。因此，我们的表扬是外在的原因，学生对我们表扬的内化才是催生他更加勤奋学习的真正原因。同样的道理，当学生做了一件不正确的事情时，我们首先得找到产生这件不正确事情的根本原因是什么，然后再宽容学生无法回避的因素，批评学生可以回避但没有回避的因素；于是，学生会通过教师的批评来反思自己的行为，并重新规划自己的行为。因此，真正导致学生行为转变的，并不是教师的外在批评与惩罚，而是学生对教师外在批评与惩罚的反思与接受。

Any external punishment is not the reason to change students' internal motivation, just as any external praise is not the reason to change students' internal motivation. When a student does a right thing, we praise his ability and quality because we really accept and admire his ability and quality. When he accepts our praise for his ability and quality and confirms his direction of efforts, students will be more diligent to do more right things. Therefore, our praise is the external reason, and the internalization of students' praise is the real reason for them to work harder. In the same way, when students do an incorrect thing, we must first find out the root cause of the incorrect thing, and then forgive the factors that students can't avoid, criticizing the factors that students can avoid but don't avoid; therefore, students will reflect on their own behavior through teachers' criticism, and re plan their own behavior. Therefore, what really leads to the change of students' behavior is not teachers' external criticism and punishment, but students' reflection and acceptance of teachers' external criticism and punishment.