两考生经历两场考试,考生甲第一次得100分得奖励,第二次得98分得惩罚;而考生乙第一次得59分得惩罚,第二次得61分得奖励。不难看出,两考生奖惩的标准是不同的。考生甲成绩较优秀,因而求稳定;考生乙成绩较差,因而求进步,希望及格。图示的奖惩方式正是学生教育的一个平面缩影。因人而异,用适度的奖惩求得所需的“进步”。 The two candidates go through two exams, the first time candidates get a reward of 100 points, the second 98 points were punished; and candidates B first 59 points were punished, the second 61 points were rewarded. It is not hard to see that the standards of rewards and punishments of two candidates are different. Candidate A score better, and thus seeking stability; Candidates B result is poor, and therefore seeking progress, hope to pass. The pictorial reward and punishment is a microcosm of student education. Vary from person to person, with the appropriate rewards and punctures for the required “progress ”.