The Research Of Rewards And Punishments During The Lower Grade Teachers In Rural Primary Schools

It is an ancient education topic that rewards and punishments is one of the most commonly seen methods during education process, and an indispensable method in a certain sense. Proper rewards will not only correct students' misconducts, consolidate and intensify right behaviors, weaken and stop wrong behaviors, but also help students to establish standards of wrong and right, and promote students to form moral sense and keep good behavioral habits. Rewards and punishments is well known by all education workers. However, how does primary and middle school teachers in frontline use this education method in reality? Do they use it upon theoretical guidance or subjective intuition, randomly or systematically? Out of such doubt, this research focuses on rewards and punishments given by lower grade teachers in rural primary schools, observes and makes survey through working at a case school to know their current condition and problems, and gives pertinent advices.Based on systematically teasing of relevant academic literatures, the author of this research selects a rural primary school, works at Class 1 grade 1, carries out field research there, and finds that lower grade teachers in rural primary schools carry out education work through widely using this method. However, there are problems in four aspects as well: firstly, teachers “use punishments more than rewards” during using of this method virtually. Secondly, the rewards and punishments form used by teachers are too single which does not conform to psychological characteristics of students in grade 1. Thirdly, the rewards and punishments scope is not comprehensive,which does not take into account of students' integrated development. Fourthly,rewards and punishments given by teachers are always spontaneous without guidance of school. Fifthly, rewards and punishments are always unruly given by teachers without a certain system. The author comes up with advices to improve rewards and punishments behaviors of lower grade teachers in rural primary schools from theory guidance aspect and practical strategy aspect:The first is to enrich theoretical culture and increase reasonable conscientious rewards and punishments behaviors. Among which, the psychological features of students in lower grades in primary school determine the necessity and particularity of rewards and punishments in education. Psychological reinforcement and punishments theory is the important knowledge basis for teachers to implement rewards andpunishments in education.The second is to optimize operation strategy and improve practical efficiency of rewards and punishments in education. Firstly, three principles should be kept when lower grade teachers in rural primary schools implement rewards and punishments in education:(1) Rewards and punishments should have basis and reasonable.(2)Rewards and punishments should be properly limited and the frequency should be controlled well.(3) Rewards and punishments should stress methods and effect.Secondly, the rationalization of rewards and punishments strategy of lower grade teachers in rural primary schools should be realized, including:(1) Rewards and punishments strategy should be systematical and just.(2) Rewards and punishments strategy should be specific and effective.(3) Rewards and punishments should emphasize to drive students' intrinsic motivation.(4) Negative education effect brought by praise should be avoided. Moreover, ways to realize rationalization of rewards and punishments strategy of lower grade teachers in rural primary schools mainly include:(1) Give punishment with good method and limitation.(2)Punishments should be given with love and affection.(3) Corporal punishments and that in disguised form must be eradicated completely. Finally, teachers should correctly deal with relationship between rewards and punishments in education. The ways mainly include:(1) Insist to take rewards as the principal thing and moderate punishments as the subsidiary role.(2) Take use of contrast effect, emphasize praise,and use less criticism.(3) Try to combine punishments with negative reinforcement.