榮譽卡制度在班級經營的使用－以國民小學為例

南華大學機構典藏系統 > 社會科學院 > 應用社會學系(社會工作與社會設計碩士班,教育社會學碩士班) > 博碩士論文-教育社會學碩士班 > Item 987654321/26965

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题名:	榮譽卡制度在班級經營的使用－以國民小學為例
其它题名:	Usage of the Reward Cards System in Classroom Management--Elementary School for Example
作者:	林謙宏 Lin, Chicn-Hung
貢獻者:	教育社會學研究所鄒川雄 Chuan-shyong Tsou
关键词:	內在激勵;階層化;班級經營;榮譽卡;行動研究;外控誘因 action research;stratification;extrinsic factors;intrinsic stimuli;class management;the reward cards
日期:	2005
上传时间:	2019-03-20 10:03:54 (UTC+8)
摘要:	榮譽卡制度是一種社會控制，很多老師為了有效管理班級秩序來使用它，因此，本研究主要由榮譽卡制度的社會控制功能所衍伸之使用成效、與獎品之關係、階層化、使用情境以及內在激勵或外控誘因等五大問題進行探討，研究目的如下：　一、藉由行動研究實踐過程來探討榮譽卡制度外在控制之成效問題、與獎品的關係、階層化問題以及使用的情境問題。二、藉由行動研究來探討榮譽卡制度是一種內在激勵或是外控誘因工具，並發現兩者間之關係。三、藉由行動研究的整個過程，能夠幫助老師進一步認識行動研究，並提升老師的研究能力。所以，本研究使用協同行動研究的方式，邀約了其他使用榮譽卡制度的老師共同參與，並接受了深度訪問以及參加焦點團體訪談。研究者自己平時除了撰寫教學日記，還在其他班級使用榮譽卡進行教學。為了讓此研究更具有信度及效度，對於使用榮譽卡制度的班級學生進行簡單的問卷調查，以符合三角檢定的研究精神。　　　榮譽卡制度其實就是一種獎勵學生的工具，其實也是一種社會控制的工具。因此，我採用Skinner「增強理論」和Maslow「需求層次理論」為理論基礎，其中Skinner「增強理論」是專門爲控制動物行為的制約方式，而榮譽卡制度就是運用「增強的原理」，才能使學生的行為獲得控制，但是並非所有的學生都是受到「增強作用」的影響，有時候，學習是自動自發的，這種自動自發的學習可能先從榮譽卡制度的社會控制慢慢轉變而來，也可並不需要藉助各種外控誘因工具，只要透過榮譽卡本身的作用就可以達成。　　“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.
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