chapter4managingclassroombehaviour課堂行為管理(參考版)
2025-07-18 18:04本頁(yè)面
【正文】 。再在另以個(gè)通常表現(xiàn)好的班做同樣的觀察。 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(gè)班，最好是一個(gè)表現(xiàn)差的班。 的教師經(jīng)常用懲罰而不經(jīng)常用獎(jiǎng)賞。 c. Rewards and punishments are regarded as more effective by high achievers than by low achievers. 獎(jiǎng)賞和懲罰對(duì)于學(xué)業(yè)好的人比學(xué)業(yè)差的人更有效。 2) In Hong Kong 在香港 a. Many students like to be rewarded for good behaviour and/or work 許多學(xué)生希望因?yàn)樽约旱男袨楹?/或工作好而受獎(jiǎng)賞。 3. The Power of Reward 獎(jiǎng) 勵(lì)的力量 1) Research in Behavioural psychology has focused very heavily upon one particular set of factors under the teacher’s control in the classroom: teacher rewards and punishments ,and generally believe that rewards are more effective than punishments in managing student behaviour. 行為主義心理學(xué)非常注意課堂中教師能夠把握的因素：教師的獎(jiǎng)勵(lì)和懲罰。 ? The student does not have the skills to do what is required. He needs to be taught the desired behaviour as he would be taught any other skills that was outside his abilities. 學(xué)生缺乏必要的技能去做符合期望的事。 ? The student has insufficient knowledge of what the desired behaviour consists of
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