Junior High School Teacher Classroom Reward Research

With continuous penetration of appreciation education in educational activities,teachers' educational ideas have gradually changed.More and more teachers begin to view students with the eyes of finding out good things,using rewards to promote teaching activities.Teachers' appropriate and effective classroom rewards can stimulate students' interest in learning,enhance students' confidence,improve teachers' teaching efficiency,which have great significance to the realization of teaching expectation,However,there are many problems in the actual process of teachers' rewards which leads to unsatisfactory effect.How to make use of classroom rewards scientifically becomes a difficult problem for teachers.Under this background,this paper takes the teachers' classroom rewards as the research topic,investigating and understanding the present situation of junior high school teachers' classroom rewards through the study methods of questionnaire survey,classroom observation and interview,finding the problems in the actual process of junior high school teachers' classroom rewards and proposing corresponding optimization strategy,in order to provide beneficial reference for front-line teachers to use rewards more scientifically.This paper mainly tracts the research thought of theoretical analysis,investigation and analysis of current situation,problem reflection and optimization strategies to research.This paper consists five parts,they are summed up as follows:The first chapter;introduction.This chapter mainly dwells on the study origin,study meaning,literature review,research design and the innovation and deficiency of the research.Firstly,this chapter explains the study origin through the actual background of teachers' classroom rewards;secondly,it elucidate the study meaning from theoretical and practical level;thirdly,it carries on literature review of domestic and foreign research related to rewards(rewards in the generalized range);fourthly,it designs the whole research from study objectives,study contents,study thoughts,study objects and study methods;finally,it illustrates the innovation and deficiency of this study.The second chapter:a theoretical analysis of junior high school teachers' classroom rewards.This chapter mainly includes the three aspects:concept definition,discrimination of relevant concepts and theoretical basis.In the first place,it defines the concept of reward and classroom reward;then it discriminates the concept of motivating,encouraging,praising and awarding;finally it explores the theoretical support for this research through elaborating the reinforcement theory,Thorndike's law of effect and motivation theory.The third chapter:the investigation and analysis of the present situation of junior high school teachers' classroom rewards.This chapter mainly consists of three parts:junior high school teachers' perceptions of classroom rewards,the behavior of junior high school teachers' classroom rewards and the cases study of junior high school teachers' classroom rewards.This chapter mainly investigate the situation of junior high school teachers' classroom rewards through the study methods of questionnaire survey,classroom observation and interview.Based on the results of survey data,this chapter analyzes and summaries the present situation of the junior high school teachers'perceptions of classroom rewards(consists of four dimensions:teachers' awareness of classroom rewards,the purpose of reward,the motivation of reward and the standard of reward)and the the behavior of junior high school teachers' classroom rewards(includes seven dimensions:the frequency of reward,the form of reward,the scope of reward,the timing of reward,the object of reward,the reward fairness and the effect of reward).And then this chapter analyzes the typical cases of junior high school teachers'classroom rewards(consists of successful and failed reward cases).Thus,this chapter can grasp the whole present situation of junior high school teachers' classroom rewards.The fourth chapter:problem reflection of junior high school teachers' classroom rewards.On the basis of the investigation and analysis of the previous chapter,this chapter summaries and reflects on the problems of junior high school teachers'classroom rewards,which mainly includes the cognition of reward is not thorough,the purpose of reward is not clear,the standard of reward is not distinct,the range of reward is not comprehensive,the fairness of reward is not in place,the follow-up work of reward is not thoughtful,and the effect of reward is not satisfactory.It is hoped that educators will pay more attention and reflection on the classroom rewards through the interpretation of these problems.The fifth chapter:the optimization strategies of junior high school teachers'classroom rewards.This chapter puts forward corresponding strategies in the light of the problems arise in the process of junior high school teachers' rewards,which mainly include deepening the cognition of reward,clearing the purpose of reward,establish the standard of reward,expanding the scope of reward,regulating the fairness of reward,improving the follow-up work of reward and promoting the effect of reward.It is hoped that this chapter can provide theoretical guidance and practical guidance for the majority of junior high school teachers' classroom rewards.Finally,the conclusion makes a general review of the research and puts forward the improvement of the research(extending research scope and improving the deficiencies of data collection and statistics)and the directions of future efforts(improving the research,enhancing theoretical ability and practical ability).