边缘学生：发展还是衰退？外文翻译资料

边缘学生：发展还是衰退？

原文作者 Melvin J.LeBaron

Center for Training and Development, University of Southern California

摘要：摘要摘要摘要摘要摘要摘要摘要摘要摘要摘要摘要摘要摘要摘要摘要摘要摘要摘要摘要摘要摘要摘要摘要摘要摘要摘要摘要摘要hellip;hellip;

关键词：关键词1； 关键词2； 关键词3；关键词4

在这个瞬息万变、日益过时的动态时代，没有人能逃脱某种程度上边缘化的惩罚。信息革命加速了学习的方方面面，直到我们不可能达到最大的潜能。没有完全最大化的努力。我们中的大多数人发现自己处于我们所知道的可以学习的东西和我们做这件事的机智之间。显然，在这个宽泛的背景下描述一个边缘学生是没有意义的。更明确的问题是那些不是处于相对发展和最终成就之间的人更接近能力的“边缘区”。最令人关注和挑战的领域是那些由于某种原因或其他原因而被发现处于连续统的负端的人，他们对病房学习的态度处于边缘，他们缺乏学习是冷漠的症状，那些似乎感觉自己已经过世的无动机的人。在为自我发展而竞争的过程中，他们似乎在克服不适当限制的障碍。

弗兰克·鲍姆在他的《绿野仙踪》中提出了一个关于解决问题的有趣案例研究，并介绍了一个马基纳尔的学生。我们都熟悉多萝西和她的同伴们沿着黄砖路行进时充满危机的经历。然而，我们是否曾将这些经历与我们学习机构的生活进行过比较？虽然鲍姆呈现了一些面对想象情境的想象人物，但却没有表现出与当今学习情境有很大关联的行为模式。特别感兴趣的是多萝西的领导和她对那些她觉得有责任的人的发展需要的关注。

多萝西，作为团队的领导者，是一个温和的，也许是无辜的，但坚定的人，她在寻找翡翠城的过程中，从一个危机走向一个危机，在这个彩虹般的地方，她认为她会找到解决她所有问题的方法。她的主要挫折来自于她努力激励、指导和支持三个独立的追随者。她很可能和一个负责边缘学生的老师相提并论。

比如说，多萝西不是我们记忆中的神话中的宝贝，而是一个班上的“老师”。她肩负着实现某种目标的责任，在这种情况下，就是翡翠城。她的班由一个铁皮樵夫、一个稻草人和一头狮子组成，是不够的。他们的学习、意识、表现和对责任的关注是微乎其微的。作为“老师”，多萝西陷入了自己追求目标成就的两难境地，她意识到，与她有关的人似乎并没有为这个目标做出多大贡献。

像大多数老师一样，她经常被“学生”的需要、需要和欲望所困扰。锡·伍德曼想要一颗心，并以此作为没有能力的借口。稻草人想要一个头脑，把他的所有弱点都归咎于这种需要。狮子需要勇气，他认为缺乏勇气是阻碍其发展的因素。有趣的是，这三个人都没有意识到对方的问题，而且每个人都认为对方应该能够做任何事情，因为他们有他没有的

最后，多萝西通过改变这些不治之症和不适当的伙伴的生活，成功地成为了这个故事的真正写照者。她采取了一种发展性的心理或解决问题的方法，使铁皮木人免于在森林里生锈，使稻草人摆脱了农民玉米地里的生活，并向在丛林中被放牧的狮子灌输了尊严。这个童话故事的灵感来自多萝西解决这个问题的方式。

她是如何有效地在个人需求和她自己的“机构”目标之间进行调解的？她使用了一个非常简单但冒险的过程。当问题出现时，她转向稻草人寻求建议，而稻草人则反过来利用了他的大脑。每当情感上的冲突发生时，她就压倒了利用他的心的铁皮樵夫。当然，胆小的狮子在危险时刻总是被要求保护。结果，他找到了自己没有意识到的勇气。

多萝西的魔法并不是通过控制局面来对抗他人，而是通过创造一个参与学习和自我发展的环境来实现的。她从来没有用权威的“做”或“不做”列表来攻击她的问题，也没有试图控制甚至组织她领导的人的努力。她的成长体系是通过信任和相互依赖。

那么，今天学习机构里的稻草人、铁皮樵夫和胆小的狮子是谁呢？多萝西式的领导能告诉我们什么，让这些人超越边缘地位？

马斯洛告诉我们，人们的行为与他们的欲望有关。这些欲望和欲望变成“需求”成为个人福祉的组成部分。马斯洛将这些需求或需求按等级顺序分类，从一个人的生理和安全需求开始，并通过归属和接受的需求扩展到自我实现的最高需求。这种最高的需要被视为个人对创造性的渴望、对自我发展的追求和对最大潜能的实现的一种表达。

多萝西成功的秘诀是消除个人的恐惧，从而让他们能够自由地面对问题的情况，不受约束地保持威慑。这种从恐惧到信任的发展是边缘学生解决问题的动态。恐惧控制着课堂交流的准确性。在恐惧的情况下，我们给予他人我们认为对他们有利的东西，这可能与他们的实际需要有关，也可能与他们的实际需要无关。恐惧需要控制；系统中的控制越多，就越容易伪装。恭敬的顺从往往是敌意。缺乏创造性常常被认为是反叛。如果一个人可以自己找到奖励而不受惩罚和限制，那么生活就是自我奖励。马斯洛所说的自我激励是通过一个自决过程从恐惧成长为信任的结果。

在课堂环境中，由于强烈的人际交往，使得学生的需求实现经常受到阻碍，从而使学生形成了自我保护和防御的态度。这种网络请愿创造了一种“赢-输”的感觉，破坏了很多动机和发展。它离开了。个人感觉所有的贡献都是以人际关系的得失来衡量的。个人总是对他们所认为的他人的判断性质感到担忧。学习环境的主要问题是你是否会站在顶端还是底端。边缘学生是那些在这种人与人之间的战争中投降的人。

与边缘学生的问题解决必须在一个信任的、允许的、面向参与性互动和合作努力的氛围中进行。教学必须以它在他人身上所转租的权力来看待，而不是以它对他人的权力来看待。奖励必须与能力的增长有关，而不是仅与衡量学习有关。简而言之，解决问题的积极性必须集中在内在动机而不是外在动机上。人类价值观需要从内部加强，而不是从外部控制。以下各项对解决此类问题至关重要：

1. 要客观。通常，教学是基于长期持有的假设进行的，这些假设通常更多地与个人观点相关，而不是与既定事实相关。不是客观地分析我们收集到的关于个人需求的所有信息，然后把我们自己放在他人的位置上，而是人类倾向于快速、简单和肤浅地做出似乎有正确“感觉”的结论。客观是解决边缘学生问题的第一步。
2. 为隐藏的潜力提供挑战。没有什么比发现一个学生比他想的更好或者比别人想的更好更让他感到高兴的了。每个人都有一个隐藏的潜力的深水库，可以通过寻找具有挑战性的经验来发现。正如跳高运动员在每次成功的尝试后继续向上移动杆一样，学生需要在每次征服后看到更大的挑战。学生们在连续得分较高的情况下尽其所能。

3）学生的目标必须被理解。如果目标被正确地设定和理解，可以在学生强烈的成就欲望中创造出来。这类目标必须单独制定，但必须实际设计。考虑-如果不考虑目标的性质，它们不会比给予它们的承诺更好。当目标缺乏接受和娱乐时，问题是复杂的，而不是解决的。

4）言论自由是必不可少的。内在动机的一种最有力的形式是满足人类个体表达的需要。人的尊严最好是在个人能够将自己的风格融入到他所做的事情中时实现的，不管情况可能是多么的常规。这并不意味着放弃统一和设计，而是表明需要在体制框架的可能范围内工作，并允许个人在每个研究项目中加入自己的东西。

5）形成一种灵活的模式。僵化是创造力的敌人。当学习环境被定型时，个人解决问题的方法是简单的。当过去的历史过于依赖于指导实际行动时，边缘学生就被留在一个固定的位置上，这对尝试新的经验几乎没有什么启发。不幸的是，个人会被这个系统所束缚，并认为灵活性的可能性比实际情况要小。边缘学生需要感受到一个创新的环境，这告诉他测试想法是安全的。

6）鼓励任何解决问题的证据。个人感觉越重要，学习就越好。这是另一种说法，即越接近解决问题的人，解决的问题越多。任何个人参与解决问题过程的证据都是自我发展的标志。不管问题的重要性如何，仅仅是能源投资很可能释放出未知的潜力，这将给学生信心去追求更有意义的项目。

7）不要指望愚蠢和失败。在消极期待的氛围中学好是不可能的。那些被认为是愚蠢和容易失败的学生通常会这样做。另一方面，积极的期望将使个人朝着满意的目标前进。例如，“匿名戒酒者”（AlcoholicsAnonymous）通过使用正常的人类欲望来满足积极的期望，从而取得了成功。

8）采取创造性的方法。创造力，可以定义为产生新想法的能力，是人类解决问题的基本能力。创新是刚性的保障，是持续创新的基础。思想的独创性是帮助边缘学生在解决自己的问题时更加机智和安全的心理科学指导。创造力，要想有效，必须有方向性。它必须由一个特定的问题触发，并且必须产生有助于解决该问题的努力。只有这样，创造力才能发展出新的思考旧问题的方式，这对于边缘学生来说是必不可少的。

9）接受变化剂的作用。也许讨论边缘学生问题的最准确方法是将其识别为行为差异。因此，解决问题必须着眼于行为的改变。有必要帮助个人通过自己的成长获得态度、感受、想法和技能，使他们更快乐、更有创造力和富有成效。技能、知识和态度是行为的动力；如果边缘学生要经历一个改变过程，所有这些都需要营养和自我检查。

与边缘的问题解决，学生因此成为一个旅程，而不是一个事件。与创造力一样，只有在教师具有灵活性和发展性的情况下，它才会占上风。这不是一系列的“如何去做”，而是对刺激他人成长的方法的理解。教师在指导学生完成这一过程之前，必须培养自己解决问题的态度。当这些问题解决后，边缘学生会发现他们从未意识到自己拥有的头脑、心灵和勇气。

外文文献出处：Improving College and University Teaching, Vol. 22, No. 1, Students: Focus of Teaching (Winter, 1974), pp. 24-26

附外文文献原文

The Marginal Student: Development or Decay?

In this dynamic age of rapid change and increasing obsolescence there are none who can escape the chas tisement of being marginal in some degree. The infor mation revolution has accelerated every aspect of learn ing until it is impossible to achieve the ultimate of our potential. There is no such thing as complete maximiza tion of effort. Most of us find ourselves 'in-between' that which we know can be learned and our resourceful ness to do it. Obviously, to describe a marginal student within this broad context would be meaningless. The more definite issue is with those who rather than being 'in-between' relative development and ultimate achieve ment are nearer the 'outskirts' of capacity. The area of greatest concern and challenge is with those who for one reason or another are found at the negative end of the continuum, who are marginal in their very attitude to ward learning, whose lack of learning is a symptom of indifference, the nonmotivated individuals who seem to feel passed up in the race for self-development, who seem to labor against a barrier of undue limitation.

Frank Baum in his 'The Wizard of Oz' presents an interesting case study of problem solving and the mar ginal student. We are all familiar with the crisis filled experiences of Dorothy and her companions as they made their way along the yellow-brick road. Yet, have we ever compared these experiences to life in our learn ing institutions? Although Baum presents some imagi nary characters facing imaginary situations, there is nev ertheless a display of behavior patterns which has a lot of relevance to learning situations of today. O

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The Marginal Student: Development or Decay?

In this dynamic age of rapid change and increasing obsolescence there are none who can escape the chas tisement of being marginal in some degree. The infor mation revolution has accelerated every aspect of learn ing until it is impossible to achieve the ultimate of our potential. There is no such thing as complete maximiza tion of effort. Most of us find ourselves 'in-between' that which we know can be learned and our resourceful ness to do it. Obviously, to describe a marginal student within this broad context would be meaningless. The more definite issue is with those who rather than being 'in-between' relative development and ultimate achieve ment are nearer the 'outskirts' of capacity. The area of greatest concern and challenge is with those who for one reason or another are found at the negative end of the continuum, who are marginal in their very attitude to ward learning, whose lack of learning is a symptom of indifference, the nonmotivated individuals who seem to feel passed up in the race for self-development, who seem to labor against a barrier of undue limitation.

Frank Baum in his 'The Wizard of Oz' presents an interesting case study of problem solving and the mar ginal student. We are all familiar with the crisis filled experiences of Dorothy and her companions as they made their way along the yellow-brick road. Yet, have we ever compared these experiences to life in our learn ing institutions? Although Baum presents some imagi nary characters facing imaginary situations, there is nev ertheless a display of behavior patterns which has a lot of relevance to learning situations of today. Of particular interest is the leadership of Dorothy and her attention to the developmental needs of those for whom she felt resposible.

Dorothy, as leader of the group, is a gentle, perhaps innocent, but determined individual who goes from crisis to crisis in her search for the Emerald City, an end of the rainbow sort of place, where she thinks she will find the solution to all her problems. Her main frustration comes from her efforts to motivate, direct, and support three dependent followers. She might very well be com pared with a teacher responsible for marginal students.

Lets say Dorothy, instead of being the mythical darling we remember, is the 'teacher' of a class. She has received the responsibility of achieving a certain objec tive, in this case the Emerald City. Her class, consisting of a tin woodman, a scarecrow, and a lion, is inadequate. Their learning, awareness, performance, and attention to duty are marginal. Dorothy as 'teacher' is caught by the dilemma of her own drive for goal accomplishment con flicting with the realization that those with whom she is involved do not seem to be making much contribution toward that goal.

Like most teachers, she is constantly harassed by the wants, needs, and desires of her 'students.' The tin woodman wants a heart and uses this deficiency as an excuse for not being more capable. The scarecrow wants a brain and blames all of his weaknesses on this need. The lion wants courage, the lack of which he believes is the deterrent to his development. Interestingly enough, neither of the three is aware of the others problem; and each feels the other should be able to do anything be cause they have what he hasnt.

In the end, Dorothy manages to become the real ma gician of this story by changing the lives of these inse cure and inadequate associates. By taking a develop mental, or problem solving, approach she saved the tin woodman from rusting in the forest, she enabled the scarecrow to escape from a life in the farmers cornfield, and she instilled dignity in the lion who was being dis graced in the jungle. The inspiration from this fairy tale comes from the manner in which Dorothy solves this problem.

How did she so effectively mediate between the needs of the individuals and her own 'institutional' goals ? She used a very simple but risk-taking process. As problem situations arose, she turned to the scarecrow for advice and he in turn used his brain. Whenever emotional con flicts occurred she prevailed upon the tin woodman who utilized his heart. The cowardly lion, of course, was al ways called on for protection during moments of danger. As a result, he found the courage he had not realized he possessed.

Dorothys magic was not accomplished by dominating the situation against the likes of others, but rather by creating an environment for participative learning and self-development. She never attacked her problem with an authoritative list of 'dos' or 'donts,' nor did she attempt to control or even structure the efforts of those she was leading. Her system of growth was through trust and interdependence.

Who, then, are the scarecrows, tin woodmen, and cowardly lions in learning institutions today? And what does the Dorothy-type leadership tell us about developing these people beyond their marginal status ?

Maslow tells us that people behave in relationship to their wants and desires. These wants and desires become'needs' which become integral to the well-being of the individual. Maslow classifies these needs or wants in hierarchial order, beginning with a persons physiologi cal and safety needs and extending up through the need for belonging and acceptance to the highest need for self fulfillment. This highest need is seen as an expression of the individuals desire to be creative, his reach for self development and realization of his maximum potential.

The secret of Dorothys success was removing fear from individuals, thus allowing them the freedom to approach problem situations with unrestrained determin ation. This development from fear to trust is the dy namics of problem solving with marginal students. Fear controls the accuracy of communication in a classroom. In conditions of fear we give others

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