| In 2000, an ordinary senior II student from our school, Man Zhou, aroused the interests of the whole society, after being widely reported by the media. The seventeen-year-old took up the post of CEO of three cyber companies and became the youngest Chief Executive Officer in China at that time after his 200,000-word monograph: Secret Skills in Keeping away Hackers had been published. Man Zhou had his own personality and specialty. As I went through the whole process, I should say: in addition to his own efforts, his success was also closely related to the way the school was run, the concepts about how the students should be taught, and the entire atmosphere of the education in the school. The emergence of Man Zhou has aroused a lot of thinking in the society and in the school, which he used to study at. Pushed by what I have experienced, I choose to do some research on the issue: Single Awards and Personality Development of the Students — Discussion about Man Zhou.Over the years, we have placed too much emphasis on the social value of students and paid little attention to individuating them. We have ignored the role individuation and original creation play in improving the students' potential. The only way to evaluate students has been to test them on enclosed tests and examinations. However, judging Students only by their academic performances is totally against the basic idea of character education. Therefore, After I have analyzed the setting of the society and the school Man Zhou was in, I am doing lots of research on Man Zhou, when taking advantage of some of my own personal experience. I have learned a lot from the leaders ,teachers, students in the school, as well as from Man Zhou's family members and even himself by means of questionnaires and person-to-person visits. Based on the materials I have obtained, I have done some careful thinking on the ways of offering single awards in the school and realized that it does have some effect on individuating the students. However, what we can not deny is that there still exist some defects. The items of the awards are not carefully defined; the awards are too particular; the awards are hard to standardize; the process of choosing are not widely known; the ways of presents the awards are not colorful; not many teachers and students are engaged in the process. All those defects are due to the social environment, old-fashioned educational concepts and the coarseness of the choosing process. After some careful thinking about the dialectic relation between Single Award and individuation, I put forward four strategies to improve the practice: To improve Single Award guided by the views of developing scientifically; to enrich the theory of individuation based on the ways of the students developing their individuality; to ensure the students' all-round development by creating the necessary environment; to ensure the full development of individuality by setting up the necessary system.Character education is the one to ensure the all-round development of a person and to help the students develop practical abilities and a spirit of innovation. Today the students are no longer evaluated on their academic performance or their proficiency of a certain skill. Assessment is to be centered on cultivating the students mentally and physically harmoniously, especially on improving the students' potential and individuality. Guided by MI (multiple intelligences) and expansibility, we are trying to find a way to promote the students' development by means of providing single awards, acknowledging their specialty and helping them to find and develop it. encourages the students, making sure that they will be confident, self-important, perseverant and autonomic. Only in that way can we create favorable conditions for fostering individuality and innovating talents. |
PDF Full Text Request