Suhomlinski once said: "The education that arouses people to carry out self-education is a real education". Motivation is to arouse students' self-education and stimulate students' self-education consciousness and desire. A good class group must have an effective incentive mechanism and a democratic and equal management concept, always encouraging students to grow up actively and healthily, so that students can study happily. Learn to manage yourself. Incentive behavior plays an irreplaceable role in tapping students' internal potential, mobilizing their creativity and initiative, boosting morale, enhancing the cohesion of the class, making more students voluntarily contribute to the group and making everyone work towards the same goal. Properly used, in the process of education, you will often get amazing gains and effects. 1. Stimulating and Cultivating Students' Memory Needs Motivation is the foundation and root of people's enthusiasm and the driving force of people's behavior, so motivation is the first element in the incentive mechanism. According to years of observation and research by experts, students mainly have the following needs. In class management, we should aim at the different needs of students. To inspire their enthusiasm. 1, belonging to demand. Students always want to belong to a group. Some belonging needs seem to be met naturally, such as the belonging of class and group, which has no incentive effect; Some needs of a sense of belonging need to be met through subjective efforts, such as the sense of belonging of leagues and teams, and the sense of belonging of some activity groups, which is inspiring. For example, when establishing a class management organization, the mutual choice between the monitor and the responsible team leader, and between the team leader and the team members is the concrete feeling of the class collective sense of belonging. Through the process of mutual choice, they can find their own strengths and weaknesses in the collective, thus stimulating the enthusiasm of members for all-round efforts. Form self-education and self-education memory needs. 2. Emotional needs. Students' emotional needs generally point to two aspects, one is to get the care and love of teachers, and the other is to get the warmth and friendship of classmates. The satisfaction of these two emotional needs can greatly mobilize enthusiasm. Enthusiastic help to students who violate the discipline at the weekly reward meeting, guidance from teachers and students to students with learning difficulties, and help to poor families in life will make them feel the warmth of the collective and feel the sense of accomplishment of self-existence. 3. Self-esteem needs. Students' self-esteem is very sensitive and strong. We should protect students' self-esteem as we protect our eyes, so as to stimulate their enthusiasm. Sometimes, it is necessary to be angered to take advantage of students' self-esteem, but we must pay attention to the occasion and discretion of being angered, otherwise it will be self-defeating. Pay special attention to the maintenance of students' self-esteem in the reflection session at the weekly incentive meeting. If this link is designed as a collective reflection of the whole class, sum up your own shortcomings and advantages this week, put forward the direction and goals for next week, and then consciously choose a few people to reflect in public to show their commitment, and then post each student's reflection in the form of a situation (you can design a growth tree and a hundred flowers garden on the blackboard behind, and show the reflection in the form of a leaf or a small flower petal. It enriches the class culture and is a kind of self-motivation and supervision for students. In this way, the damage to students' self-esteem caused by the reflection link has become a vivid incentive. 4. Achievement needs. The need for achievement is the internal motivation to drive students to work hard. Every student has achievement needs, but the strength is different, so the driving force is different. Psychologist Lowell's research on students shows that achievement requires strong subjects. The continuous progress in learning is not obvious, and the progress of disciplines with weak demand for achievements is achieved. This requires the class teacher to improve the students' performance requirements as much as possible. For example, we can tell him that his personal quality and ability are ok, but he lacks willpower and thinks he is such a student. His brain is used and abandoned, and his studies will fall back if he doesn't make progress. Finally, tell him: What do you want and what do you choose to be? It's up to you This can strengthen his achievement needs, thus stimulating his fighting spirit. 5. Development needs. Maslow said that the highest need of human beings is "the need of self-realization". As far as students are concerned, it should be called "development needs". Because they are not yet adults, the significance of all their activities lies in their all-round development in morality, intelligence and physique. Every student has this demand, and they all want to show their value and exert their potential in the group. Let yourself grow. This is the psychological root that the head teacher can stimulate students' enthusiasm and make them grow up healthily. Second, adopt effective incentive methods and mechanisms to promote students' all-round development and growth. 1. Set an example and show the personality charm of the head teacher. The noble personality charm of the head teacher is one of the important factors to enhance the cohesion of the class. To do all the work in the class well, we must improve our own quality. Because everything you say and do will be the object of students' imitation. Only when the class teacher becomes an example in students' minds will he "sneak into the night with the wind and moisten things quietly" in his work, encouraging students to learn and make progress. First, by studying modern teaching theory and teaching technology, he will try to integrate "preaching, teaching and solving doubts", so that students can feel the fun of modern teaching, expand their knowledge, learn to get in touch with what students like and experience their emotional experience. Shorten the distance between teachers and students. Secondly, strengthen moral cultivation and be a teacher that students admire. The words and deeds of the head teacher have a subtle influence on the students, which will leave a deep impression on them and even affect their lives. In class management, standardizing one's words and deeds and being an example for students will promote the formation of students' good moral quality. For example, teachers treat every student objectively and fairly, and enjoying fairness itself is an incentive force. Be bold in practice and innovation, and be a versatile person with practical ability. In class management, class teachers need to have a variety of abilities, such as organization and coordination, language expression, training and using talents. These abilities can't be formed overnight, and they need the constant practice and innovation of the class teacher. For example, teachers' flexible classroom teaching organization ability and humorous language will stimulate students' progress. To cultivate students' self-management ability in participation is to ask each member to contribute his own experience, viewpoints and methods, and discuss them together in order to make the best decision. People are naturally inclined to be independent, and they all have a desire to manage their life, study and work. Middle school is a period when people move towards independence, and their sense of participation is particularly strong. Therefore, students should be guided to participate in class management to the maximum extent. Change it from a passive managed person to an active manager. The establishment of three sets of class committees in class management enables each student to participate in the class management team, the rotation system of class management responsibilities, and various class work activity groups. So that some decisions in class management can give full play to students' subjective consciousness. For example, class oath, convention on reading extra-curricular books in class, convention on class civilization, class training and class song can all be produced in this way. Because students participate in class management, they strengthen their sense of ownership and give full play to their enthusiasm. We should "face up to differences and be kind to them". Only by caring for students and letting them feel the warmth of the group can we communicate sincerely with them, give full play to the great role of emotional encouragement, and develop the potential of each student successfully. We can use the blackboard newspaper, class bulletin board, homework comments and teacher's comments in the student evaluation manual to write some inspiring words to enhance students' confidence. Strengthen the emotional communication between teachers and students. Students are repetitive in the process of growing up, and it is easier to eliminate their rebellious psychology with more tolerance and understanding. Because love and trust are what students want most. When dealing with poor students, we should be good at discovering their bright spots in teaching and management. Even if there is a little progress, we should affirm it in time, so that they can build up their self-confidence and advance on a good development track. 4. Competitive incentives, several principles should be paid attention to in the implementation of competitive incentives in class management to show students' personality. First, the public plains should prevent any unreasonable factors, including the eccentricity of the class teacher. Second, the principle of full participation, in which the competition of middle school students in the class should not only be the competition of a few top "players", but should be full participation, so that students of different levels can compete at different levels. Third, the principle of development is to let every student develop physically and mentally. This is closely related to the second principle. In our specific class management, it is reflected in the following aspects: First, grouping should embody the principle of fairness, and competition among groups is carried out under relatively fair conditions. Second, the formation of a strong class committee is a platform to show students' personality. Class cadres are organizers and advocates of class activities. The selection, training and use of class cadres are particularly important. Students who have outstanding performance, are willing to serve their classmates and have strong organizational skills should be appointed as class cadres. The head teacher should guide them to deal with the relationship between study and work, exercise their ability and serve their classmates. We should be strict with them, point out the shortcomings in their work in time and praise their achievements. It is necessary to implement the cadre rotation system and introduce competition into the class Committee. Let every student have the opportunity to show himself, receive frustration education, and exercise the psychological quality necessary for his survival and development. Thirdly, in the weekly incentive meeting, the selection of class stars should be more mass and widely representative (such as diligence, labor, sports, civilization, art, learning and progress). ), so as to give the "students with learning difficulties" confidence in reaching the standard, give the "top students" a wise man, and guide students to learn from students with special skills, learn from each other's strengths and improve together. For example, the award of "Learning Excellence Award" has no incentive effect on most students, while the award of "Learning Progress Award" has incentive effect on students at any level. Only with a wide range of incentives can all students have a goal to strive for and a goal that can be achieved through hard work. In order to achieve the purpose of motivation more effectively. Fourthly, we must introduce the competitive incentive mechanism into all classes. Classroom, extracurricular, group activities, cleaning and other points can show students' personal strengths, which is a stage for them to show their self-style, and lay a good foundation for the all-round progress of the class with personal benign development. 5. Goal motivation, to stimulate students' fighting spirit Expectation theory holds that people will have sufficient motivation only if they expect their actions to help achieve a certain goal, which can be expressed by the following formula: motivation = target value × expected probability. In the formula, motivation is the degree to which individuals are willing to work hard to achieve their goals, and goal value is the degree to which individuals attach importance to the goals they want to achieve. Expected probability is an individual's estimation of the possibility that a behavior can lead to a target result. This formula shows that the more a person values the target value, the higher the probability of realization and the stronger the degree of motivation. This provides a psychological basis for the goal motivation in class management. The head teacher should be good at guiding students to set goals, so that the class goals can form a goal system from small goals to big goals and from near goals to far goals. In practical work, we can first guide students to make "class slogan" as the class goal, then decompose this general goal into different levels of goals in different semesters, then decompose the semester goal into three aspects: morality, intelligence and physical fitness, and finally guide students to make the goals for this semester according to their personal conditions. In this way, the same goal in class will be transformed into students' personal goals, so that students can pay enough attention to the goals and have a clear and specific grasp, thus enhancing the motivation of the goals. On the other hand, we should set short-range goals according to our actual situation, don't climb blindly, and give full play to the role of goal motivation. Setting the same goal in a class is tantamount to pointing out the direction for the class. Students who live in a group with a good class atmosphere will have a sense of superiority and pride. The better the class spirit, the more students will improve their personal goals, so as to consciously strive to safeguard collective honor. Class spirit is an invisible force. She influenced the members of the group and made them move towards higher goals. According to the students' development goals, she carefully organizes distinctive activities so that students can enjoy the warmth of the classroom happily. A United and warm group will enable students to turn their love for the group into study. Class activities enable students to become masters of their own affairs, fully display themselves, and stimulate their spirit of striving for progress, thus enhancing the cohesion of the class. 6. Evaluation and encouragement will encourage students to make persistent efforts. For the second group, their results were constantly evaluated. The results showed that the second group was 65438 06.5% higher than each group. This tells us that evaluation, as a kind of information feedback, has an important incentive effect on students' behavior. In class management, evaluation is varied, oral and written, oral and non-oral, regular and random. Generally speaking, we should pay attention to several points when using evaluation incentives. First, we should pay attention to the timeliness of evaluation. As an intensive stimulus, evaluation can only be effective if it is given in time. A good behavior of students at the beginning of the semester is praised by the class teacher at the end of the semester, and its strengthening incentive effect is almost zero. Therefore, we should pay special attention to the application of random evaluation. The second is to pay attention to the concreteness of evaluation. Psychologist Page divided more than 70 classes into three groups. The first group only evaluates the scores of A, B, C and D, and has no comments. In the second group, in addition to the grades, adaptive comments were given, that is, appropriate corrections and corresponding praise were given according to the characteristics of students. The third group gave specific comments except grades, that is, the comments of each grade were specified in advance. The results show that adaptive comments have the greatest incentive effect (the subjects in this group have the greatest progress), followed by specific comments, and only those without comments have the worst performance. This shows that. It should be concrete and vivid, not satisfied with abstract and boring evaluation. Third, pay attention to the certainty of evaluation. The results of a study show that public praise can improve students' grades by 87.5%, but only by 0. 15%. Open sarcasm can improve students' grades by 65,438+065,438+0.9%, and decrease students' grades by 65. 1%. This clearly tells us that positive comments such as praise and reward are much better than negative comments such as criticism and punishment. It is impossible for every class teacher not to use negative comments. But every wise head teacher is good at making more positive comments. Fourth, pay attention to the artistry of evaluation. Speaking of artistry, it seems difficult to grasp, but there are rules to follow. For example, in an experiment based on academic performance, 66.3% people made progress under private censure, only 10.7% people regressed, and only 16544 people made progress after public ridicule. But 65. 1% has regressed. It seems that negative evaluation is not impossible, and the key is to talk about artistry. Private criticism often makes it easy for students to accept teaching and correct behavior, and get twice the result with half the effort. Another example is whether the prize is given to the students in the warm applause of the whole class or quietly to them. There is also artistry between ways. For another example, sometimes one look and one action will be better than a series of lectures, which will inspire students to be positive. There is also an artistic problem of evaluation. In class management, we should expand the fields of encouragement and reward, such as setting up a "learning model award": rewarding the top ten academic achievements; "Learning Progress Award": Reward five advanced students and evaluate them in each school-level exam. Create opportunities for the whole class, especially the underachievers, stimulate their enthusiasm, enhance their sense of responsibility as masters, and let students realize that "I am a member of the class collective, and I want to win glory for the class!" At the beginning of the semester, the "Outstanding Performance Award" was selected to reward students with outstanding comprehensive performance in thought, study, discipline and health. Through evaluation and encouragement, it promoted their development and sowed the seeds of hope for them. In class management, the class teacher should regard every evaluation as a new starting point for students, look forward and face the future, and make every evaluation an inexhaustible motive force to inspire students to make persistent efforts! In class management, the establishment of effective incentive mechanism and implementation measures will bring unexpected gains. Only by practicing more, summarizing more and reflecting more can we go deep into the exploration level of the work of the head teacher and gradually become a "smart" teacher who keeps pace with the times! I believe that with a group of hard-working, willing to learn and responsible class teachers, through our continuous exploration and unreserved communication in our work, the class management of our school will certainly make progress and development! When guiding students to set goals, on the one hand, we should educate students on outlook on life and values, so that students can have lofty long-term goals; On the other hand, we should set short-range goals according to our actual situation, and don't climb blindly, so as to give full play to the role of goal motivation.