chapter4managingclassroombehaviour課堂行為管理(編輯修改稿)
2024-08-11 18:04 本頁面
【文章內(nèi)容簡介】 一種有利的地位來鼓勵重新學習。 d. Teachers should focus on classroom factors under their control. 教師應(yīng)該注意那些能夠有效把握課堂教學因素。 2) Behavioural approach is an approach to managing student behaviour that stresses the role of leaning in the formation of behaviour patterns, emphasizes the need to effect relearning where students exhibit problem behaviour and focuses on the power that ordinary teachers have in encouraging that relearning. Also called ‘behaviour modification’ or ‘positive teaching’ 行為習得法 是一種課堂管理方式。這種方式強調(diào)學生行為方式形成的習得性；強調(diào)當學生發(fā)生問題行為而重新學習時，對學生施加影響的需要；注重教師的鼓勵對學生的重新學習的作用。這種方式也被稱作 ‘ 行為修正 ’ 或 ‘ 正面教導(dǎo) ’ 。 Key steps in behaviour approach “行為習得”法的重要環(huán)節(jié) ? Define the problem 確認問題 ? Define the goal 確認目標 ? Examine the factors under your control: 檢查你所能控制的因素 ? There are antecedents which provoke the problem behaviour. 存在誘發(fā)問題行為的前提條件。 ? There are no (very few) antecedents which encourage the desired behaviour 不存在（很少）激發(fā)期望行為的前提條件。 ? There are rewards for the problem behaviour. 對問題行為有所鼓勵。 ? There are no/very few rewards and/or are punishments for the desired behaviour. 對期望行為沒有鼓勵反而有所懲罰。 Possible factors that under your control 你能夠控制的因素 ? The student has insufficien
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