Investigation And Intervention On The Negative Effect Of Educational Reward Behavior Of Senior Teachers In Primary Schools

In the advocation of humanism concept,pay attention to students’ personality development today,because of its incentive function and humanized education management mode,conform to the needs of new ideas,become the primary choice of teachers.In school education,rewards are regarded as a good way to stimulate students’ interest in learning and cultivate their behavior habits.In recent years,scholars at home and abroad have made a positive discussion on eliminating the negative effects of reward,and have accumulated valuable experience for our country’s development.However,in the process of practice,there are some problems,such as inadequate ideological understanding,unreasonable class management,students’ evaluation,etc.,which affect the positive impact on students’ reward.Many studies have found that improper use of rewards will bring wrong guidance to students,and unreasonable rewards will bring students’ dependence on rewards,which will reduce the original enthusiasm for learning and weaken the internal motivation of learning(Eric,1991;Liu Ying,2003;Gong Shanshan,2006)Not only that,although there are abundant researches on educational reward behavior at home and abroad,many of them also put forward a series of educational suggestions according to the actual situation.However,in domestic research,there are few interventions on teachers’ reward behavior.In order to further understand the current situation of the negative effect of educational reward behavior of senior primary school teachers,and on this basis,combined with the theory of cognitive dissonance to design and study the specific behavior intervention program of teacher reward,improve the reward behavior of teachers,and improve the level of students’ academic self-efficacy.This study includes two sub-studies.In the first study,interviews are used to sort out the specific manifestations of the negative effects of teachers’ educational reward behavior,as well as the problems existing in teachers’ application of reward.And summarize the corresponding representative behavior;Finally,the questionnaire method was used to calculate the students’ opinions and feelings under the situation of teachers’ improper reward behavior.In the second study,8 teachers from a primary school in Jingzhou participated in the study,4 of them were selected as the intervention objects,and three sets of intervention training questions were compiled by online discussion and according to the theory and 6kinds of teachers’ rewarding behaviors,and cognitive intervention was conducted on teachers through exercises.Finally,160 students from the teacher’s class were randomly selected to conduct the difference test of academic self-efficacy before and after measurement to verify the effectiveness of the intervention program.The results are as follows:(1)Study 2 found the negative effects of 6 kinds of educational reward behaviors of primary school teachers,summarized the existing problems of 5 kinds of teachers in the implementation of rewards and their corresponding inappropriate reward behaviors,found the majority of teachers’ dismissive attitude towards the negative effects of rewards,teachers’ subjective and utilitarian characteristics of rewards.(2)In study 2,5 intervention activities were conducted for 4 teachers,including a teacher seminar,3 training sessions on cognitive intervention questions for teachers’ rewarding behavior,and a summary seminar.Finally,the effectiveness of the intervention was verified through the analysis of pre-and post-test data of 160 students in the class of8 teachers participating in the study.