美国宾夕法尼亚论文代写:实现沃森

Keywords:美国宾夕法尼亚论文代写

在我的课，我试图实现沃森，桑代克和Skinner的操作性条件反射在课堂理论修改类的行为。目标是条件的学生本能地停止说话，当我移动到某个房间的面积；利用学生会重复收到了积极的回应行为的理论，而不是重复，得到负面的反应行为。起初，我开始修改自己的行为，移动到左边的前台，举起我的手，等待沉默在同一地点，每次我要求他们停止说话和听。起初，有必要要求沉默，并提醒他们，我等着谈。在某些情况下，有必要根据科学部的两项警告规则发出制裁，然后发出拘留或拘留他们的一部分，如果他们不停止说话不够快。如果课堂停止快速交谈，他们将得到表扬和奖励，如果课上的比赛或比赛结束时，如果它是适当的类奖励。对绩效的积极反馈据说对未来业绩有积极的影响。Skinner称它为加固；桑代克称它的法律效力。（儿童1997，pp.115-121）。麦考利斯特等人。（1969）发现表扬学生不仅可以作为行为的一种积极的强化，而且表扬也可能通过在课堂上引起同辈群体的压力来减少不适当的行为，因为消极的行为反映在全班学生身上（麦考利斯特等）。1969）。班杜拉的社会学习理论认为，学生不仅是空调回应老师，也学习他们的同龄人的行为在课堂上适当的行为是什么。（Atherton 2009）
美国宾夕法尼亚论文代写:实现沃森
During my lessons I tried to implement Watson, Thorndike's and Skinner's theory of Operant Conditioning in the classroom to modify the behaviour of the class. The goal was to condition the students to reflexively stop talking when I moved to a certain area of the room; using the theory that the students would repeat behaviour that received a positive response, and not repeat behaviour that received a negative response. I initially started to modify their behaviour by moving to the left of the front desk, holding my hand up and waiting for silence in the same spot, every time I required them to stop talking and listen. Initially it was necessary to ask for silence and remind them that I was waiting to talk. In some cases it was necessary to issue a sanction as per the science department's rules of two warnings, then issuing a detention or keeping them in for part of their break if, if they didn't stop talking quickly enough. If the class stopped talking quickly, they would be rewarded with praise and if the lesson had gone well a class reward of a game or competition at the end, if it was appropriate. Positive feedback about performance is said to have a positive effect on future performance. Skinner called it reinforcement; Thorndike called it The Law of Effect.(Child 1997, pp.115-121).McAllister et al. (1969) found that praising students not only acted as a positive reinforcement of behaviour, but that the praise may have also worked by causing peer group pressure in the class to reduce inappropriate behaviour, because the negative behaviour reflected on the class as a whole (McAllister et al. 1969). Bandura's Social Learning Theory would say that the student's were not only being conditioned to respond to the teacher, but also learning from their peers actions as to what was appropriate behaviour in the classroom.(Atherton 2009)