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加拿大留学生论文代写:课堂行为

在我的课上,我试图在课堂上运用沃森、桑代克和斯金纳的操作性条件作用理论来改变课堂行为。我们的目标是让学生在我移动到房间的某个区域时,条件反射地停止说话;使用的理论是,学生们会重复得到正面回应的行为,而不会重复得到负面回应的行为。起初,我开始调整他们的行为方式:移到前台的左边,举起我的手,在同一个地方等待安静,每次我都要求他们停止说话和倾听。起初,我有必要要求大家保持沉默,并提醒他们我正等着说话。在某些情况下,根据科学部门关于两次警告的规定,有必要对他们进行制裁,然后对他们进行拘留或者让他们休息,如果他们没有停止足够快的谈话。如果课堂上的人都停止了快速的交谈,他们就会得到表扬;如果课程进行得很顺利,在最后,如果合适的话,还会得到游戏或比赛的奖励。关于绩效的积极反馈据说对未来的绩效有积极的影响。斯金纳称之为强化;桑代克称之为效果法则。

加拿大留学生论文代写:课堂行为

During my lessons I tried to implement Watson, Thorndike’s and Skinner’s theory of Operant Conditioning in the classroom to modify the behaviour of the class. The goal was to condition the students to reflexively stop talking when I moved to a certain area of the room; using the theory that the students would repeat behaviour that received a positive response, and not repeat behaviour that received a negative response. I initially started to modify their behaviour by moving to the left of the front desk, holding my hand up and waiting for silence in the same spot, every time I required them to stop talking and listen. Initially it was necessary to ask for silence and remind them that I was waiting to talk. In some cases it was necessary to issue a sanction as per the science department’s rules of two warnings, then issuing a detention or keeping them in for part of their break if, if they didn’t stop talking quickly enough. If the class stopped talking quickly, they would be rewarded with praise and if the lesson had gone well a class reward of a game or competition at the end, if it was appropriate. Positive feedback about performance is said to have a positive effect on future performance. Skinner called it reinforcement; Thorndike called it The Law of Effect。

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