提升课堂作业完成度与准确性的日常报告卡策略

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本文档探讨了"提高课堂作业完成度和准确性:每日报告卡程序的应用"的主题,发表于《心理学与学校》(Psychoiogy in the Schools)第19卷,1982年10月刊。作者Barry M. Drew来自儿童服务中心,而Joseph H. Evans、Darrel E. Bostow、Glenn Geiger和Philip W. Drash则来自佛罗里达大学。 研究背景中指出,尽管已经证实家内强化技术在减少课堂上的一些问题行为如扰乱行为方面颇具成效,但关于利用这些方法提升学生在学校内的积极表现,特别是提高作业完成度和准确性方面的研究相对较少。本论文旨在考察一种名为"每日报告卡程序"的策略,该程序特别设计用于帮助两个被描述为有困难完成课堂作业行为的学生。 实验对象是两名存在行为问题,难以按时且准确完成课后作业的小学生。通过实施每日报告卡程序,研究人员观察到了显著的即时变化,即参与者的作业完成率和准确性都有所提高。这项研究强调了家校合作在提升学生学术表现中的作用,并探讨了这种方法的有效性和可能遇到的问题。 文章的重点在于介绍每日报告卡程序的操作细节,可能包括定期评估学生的作业进度,家长根据完成情况给予正面反馈或奖励,以及如何调整程序以适应不同个体的学习需求。同时,它也反思了如何将这种策略扩展到更广泛的教育环境中,以解决普遍存在的小学生作业难题。 这篇论文提供了关于通过日常教学管理工具提升学生学习效率和责任感的重要见解,对于教育实践者和政策制定者来说,是一个有价值的参考资源,特别是对于那些关注课堂纪律和学业成绩提升的教师和家长。

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