课堂奖励的负效应及纾解对策——以小学低年段为例  

The Negative Effects of Classroom Rewards and Its Counter Measures——Taking the Lower Years of Primary School as Example

作　　者：李彦敏[1] 李硕 LI Yan-min;LI Shuo(Teacher's College,Jimei University,Xiamen 361021,China)

机构地区：[1]集美大学师范学院,福建厦门361021

出　　处：《集美大学学报（教育科学版）》2022年第3期60-68,共9页Journal of Jimei University：Education Science Edition

基　　金：福建省社科规划项目“基于群组助学的SPOC深度学习支持机制研究”(J2017B027);集美大学教改课题“线上线下混合式教学的质量保障体系研究”(JG21015)。

摘　　要：奖励作为一种提高学生学习积极性的教学手段和活跃课堂气氛的激励方式,在小学低年段课堂教学中应用非常普遍。教师“沉醉”于奖励的激励性,将其看成课堂教学的“制胜法宝”。但是在一定程度“假性繁荣”的背后,奖励的负效应也日益凸显,表现在学生对奖励过度依赖、学习趋于功利化、合作意识相对淡化、教师权威脆弱化等。因此,在分析负效应成因的基础上,提出深化奖励认知、明确奖励标准、关注奖励喜好、改进奖励方式、完善奖励过程、采取奖励补偿等多项纾解策略,以期对相关研究提供借鉴。As a teaching method to improve students’learning enthusiasm and an incentive to activate the classroom atmosphere,reward is widely used in the classroom teaching in the lower years of primary school.However,the negative effects of reward are becoming increasingly prominent behind its“false prosperity”.The negative effects of classroom rewards in the lower years of primary school are as follows:students’excessive dependence on rewards,the growing trend of utilitarianism in learning,relative weakening of collaborative consciousness,the attenuation of teachers’authority and decline of teaching quality.Therefore,the author puts forward some counter measures against the negative effects of classroom rewards in primary schools based on the analysis of the causes:deepen the understanding of appropriate reward system;establish a clear standard of rewards;pay attention to the student’s preference for reward;improve the ways to reward;perfect the process of reward;deploy compensation to complement rewards etc.

关 键 词：课堂奖励 负效应 小学低年段 纾解策略 

分 类 号：G420[文化科学—课程与教学论]