Case Study Of Behavioral Contract Law On Primary School Students' Self-reliance In Classroom

Objective: Explore the influence and effect of the intervention of behavioral contract on elementary school students' independent behavior in class.Methods: in this study,the self-supporting behavior scale for children aged 6-12 years--sub-scale of academic self-supporting behavior in class was used to measure academic self-supporting level of42 primary school students in a class of grade two in a primary school in Hunan province.The children whose scores was one standard deviation of the scale less than average score were taken as the low score group,and 8 children were in the low score group.Combined with the teacher's recommendation and the researcher's observation,8 children were screened by the "short version of the bisection test of wechsler intelligence scale for children" to Select and eliminate the influence of intelligence factor.Finally,2 children with relatively low level of academic independence in this class were selected as the research objects.Using A single subjects study design Were adopted on two children'case study.using A-B baseline Experimental design,questionnaire,interview method,observation method,and insider reports,behavior contract Was taken as independent variables,pupil's academic independence level Was taken as the dependent variable,dependent variable index contains two parts of quantitative and qualitative dataanalysis report.The study was divided into three phases: 1 week at baseline(1-5 days),4 weeks at intervention(6-25 days),and 1 week at follow-up(26-30 days).Levels of pupil's academic independence was to understand the case during baseline period baseline,the researchers observed the academic performance of self-supporting on the subjects in the classroom through a period of 1 week(5 days).Through the children aged between 6 and 12 years of self-supporting scale-classroom studies sub-scales of self-supporting pretest scores,the elementary school observation of self-supporting form observed that the number of target behavior,combined with the teachers and researchers to observe the baseline period case pupil's academic independence level data collection and data;Intervention period is after the child were basically stable,the introduction of behavior contract intervention plans for individual children classroom academic independence level for a period of 4 weeks(20 days)intervention Was adopted,intervention period through the elementary school observation of self-supporting form the observed target behavior,researchers insider reports and observations on the research object of class changes in the level of academic independence,a comprehensive evaluation after the intervention after the experiment using the scale to the object of study.After the end of the intervention,the individual children were followed for a period of 1 week(5 days).The level of the study subjects' classroom academic independence wasevaluated by the self-supporting behavior scale for children aged 6-12years--subscale of classroom academic independence behavior,observation table of elementary school students' academic independence behavior,insider's report and researcher's observation report.The level of classroom academic independence in this stage was compared with that in the intervention stage to understand the maintenance of the level of classroom academic independence after the intervention was stopped.Results: Through a 4-week(20-day)behavioral contract intervention on case children,based on the "Student Self-reliance Behavior Scale for6-12 Years Old-Classroom Academic Self-reliance Behavior Scale","Primary School Student Academic Self-reliance Behavior Observation Form",Insider Report And the researcher's observations show that: the level of academic self-reliance in the two cases of children in the anticipation and tracking periods is higher than the baseline level,and the level of self-reliance in the classroom of the two cases of children has increased.Conclusion: The behavior contract law can effectively improve the level of elementary school students' academic independence.