Usage of the Reward Cards System in Classroom Management --- Elementary School for Example

• Main Authors: Chicn-Hung Lin, 林謙宏
• Other Authors: Chuan-shyong Tsou
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/96690067433040208872

碩士 === 南華大學 === 教育社會學研究所 === 93 === 　　“The reward cards system” is a means of social control. Many teachers adapt this measure to maintain class order effectively. Accordingly, this research is to discuss the social control function of the reward cards system in terms of five major questions such as using effects, relationship with the prizes, stratification, circumstances in use, intrinsic or extrinsic factors. The purposes of this study are stated as following: 　 1. Through the implementing process of action research, it is to explore the reward cards system along with its results from external control, relationship with the prizes, and its problems of stratification and situational applications. 2. Through action research, this discussion is to define whether the reward cards system is a device drawing from intrinsic stimuli or extrinsic factors, and discover the relation between the two. 3. Through the entire examination, it is to help teachers advance their understandings in action research and strengthen their research ability. As such, this study, employing the method of joint action research, invited other teachers who adapt the reward cards system to participate in the program together and took the interview in depth aligned with focused group interviews. Researchers themselves, while keeping a teaching diary ordinarily, also conducted their teaching with rewards cards in other classes. In order to reinforce the credibility and efficiency of this study, students from classes with the reward cards system, to fit the research spirit of Triangular Test, were asked to fill out the simple questionnaires. 　 　　Since “the reward cards system” is a device to encourage students, also a tool of social control, this study thereby apply Skinner’s “reinforcement theory” and Maslow’s “need-hierarchy theory” as a theoretical foundation. Here, as Skinner’s reinforcement theory, a specific restriction to dominate animal behaviors, the reward cards system exercises the same principle so that the students’ behaviors could be under the control. However, not all of the students are influenced by the “reinforcement effects.” Learning is self-motivated. This voluntary learning could be initially transformed by degrees from the social control based on the reward cards system; it could also be achieved, not by using any measures of extrinsic factors, through the effects of the reward cards themselves.