AUTHOR(S)
Walters, Annette
SOURCE
Education;Dec1956, Vol. 77 Issue 4, p214
SOURCE TYPE
Academic Journal
ABSTRACT
This article focuses on the role of the school in personality development of students. The child's intelligence is, of course, an important determinant of what he is able to learn. Teachers can, with psychological training, learn to work with children in such a way as to modify their faulty concepts of self. Advocates of the view that the school should educate the whole child, on the other hand, are likely to stress the role of the school as a means of socializing the child and of fostering the mental health and personality adjustment necessary to enable him to take his place as a responsible citizen in a democratic society. Good teachers appear to concern themselves with the non-intellectual as well as with the intellectual development of children, even if they believe the school should limit its objectives to intellectual development. In particular, the principles underlying the acquisition of the self-concept and the level of aspiration can be effectively applied in motivating children to learn in the classroom. 本文着重论述了学校在学生个性发展中的作用。当然，孩子的智力是决定他学习能力的一个重要决定因素。教师可以通过心理训练，学会与孩子一起工作，以改变他们错误的自我概念。倡导者认为,整个学校应该教育孩子,另一方面,学校可能会压力的作用作为一种社交的手段促进心理健康和人格的孩子,调整必要让他来接替他的位置作为一个负责任的公民在民主社会。优秀的教师似乎关心的是那些非知识分子以及儿童的智力发展，即使他们认为学校应该将其目标限制在智力发展上。特别是，自我概念的习得原则和愿望的水平可以有效地应用于激励儿童在课堂上学。
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