行为契约法促进小学生课堂学业自立行为发展的个案研究  

Case Study of Behavioral Contract Method to Promote the Development of Primary Students'Classroom Scholastic Self-supporting Behavior

作　　者：凌辉[1,2] 王好好 申莉 李海斌 刘慧玥[1] 张美玲[1] 庄诗芳 张建人[4,5] LING Hui;WANG Hao-hao;SHENG Li;LI Hai-bin;LIU Hui-yue;ZHANG Mei-ling;ZHUANG Shi-fang;ZHANG Jian-ren(Cognition and Human Behavior Key Laboratory of Hunan Province,Hunan Normal University,Changsha 410082,China;Research Center for Mental Health Education of Hunan Province,Hunan Normal University,Changsha 410081,China;Key Laboratory of Psychology of TCM and Brain Science,Jiangxi Administration of Traditional Chinese Medicine,Jiangxi University of Chinese Medicine,Nanchang 330004,China;Affiliated Children's Hospital,Hainan Medical University,Haikou 570216,China;Affiliated Maternal and Child Health Care Center,Hainan Medical University,Haikou 570216,China)

机构地区：[1]湖南师范大学认知与人类行为湖南省重点实验室,长沙410082 [2]湖南省心理健康教育研究基地,长沙410081 [3]江西中医药大学江西省中医药管理局中医心理与脑科学重点研究室,南昌330004 [4]海南医学院附属儿童医院,海口570216 [5]海南医学院附属妇幼保健院,海口570216

出　　处：《中国临床心理学杂志》2023年第6期1525-1530,共6页Chinese Journal of Clinical Psychology

基　　金：湖南省教育科学“十四五”规划课题“依恋游戏促进学前儿童自立行为发展的养成教育研究”(课题编号:XJK23BXL002)资助。

摘　　要：目的:探讨行为契约法对小学生课堂学业自立行为的干预效果。方法:采用单被试A-B实验设计对两名小学生的课堂学业自立行为进行干预,在基线期、干预期和追踪期综合运用观察法、访谈法、问卷法等多种方法对其课堂学业自立行为进行评估。结果:两名被试在干预期和追踪期的课堂学业自立水平均高于基线期,课堂学业自立水平均有所提升。结论:行为契约法能有效提升小学生课堂学业自立水平,且干预效果可持续一定时间。Objective:To explore the intervention effect of behavioral contract method on primary students'scholastic self-supporting behavior.Methods:A single participant's A-B experimental design was used to conduct an intervention study on the classroom scholastic self-supporting behavior of two primary students,and the observation method,interview method,questionnaire method and other methods were used to observe and evaluate their classroom scholastic self-supporting behavior during the baseline,intervention period and follow-up period.Results:The level of classroom scholastic selfsupporting of the two primary students during the intervention period and the follow-up period was higher than the baseline level,and the level of classroom scholastic self-supporting was improved.Conclusion:The behavioral contract method can effectively improve the level of classroom scholastic self-supporting of primary students,and this effect is sustainable.

关 键 词：行为契约法 课堂学业自立 个案研究 

分 类 号：R395.5[哲学宗教—心理学]