chapter4managingclassroombehaviour課堂行為管理-資料下載頁
2025-07-15 18:04本頁面
【正文】 our and/or work 許多學(xué)生希望因為自己的行為和 /或工作好而受獎賞。 b. Many students believe that rewards are more effective than punishments 許多學(xué)生認(rèn)為獎勵比懲罰更有效。 c. Rewards and punishments are regarded as more effective by high achievers than by low achievers. 獎賞和懲罰對于學(xué)業(yè)好的人比學(xué)業(yè)差的人更有效。 d. One in four teachers uses punishment more often than reward. 188。 的教師經(jīng)常用懲罰而不經(jīng)常用獎賞。 中國的情況如何？ Learning Activities 學(xué)習(xí)活動 1. What rewards and punishments work best with students? Ask a group of students and a group of teachers to make a list of the most effective rewards and punishments, and the least effective. Compare their perspectives. 什么樣的獎賞和懲罰對學(xué)生最有效？請一組學(xué)生 和教師分別列出他們認(rèn)為 最有效和最無效的獎賞和懲罰的清單，比較 他 們的觀點。 2. Select a class, preferably a badly behaved one. During one lesson count the number of times that the teacher use praise and the number of times that the teacher use reprimands. Do the same task in another class normally perform good behaviours. 選一個班，最好是一個表現(xiàn)差的班。計算教師在一堂課表揚和斥責(zé)的次數(shù)。再在另以個通常表現(xiàn)好的班做同樣的觀察。 3. Develop an approach in case that you are going to invest possible factors that cause problem behaviours in a school in the Mainland. 假設(shè)你打算到國內(nèi)的學(xué)校李去調(diào)查問題行為的誘因，請設(shè)計研究的方法。
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