教師檢定考
108年
[特殊教育] 課程教學與評量
第 4 題
林老師擔任特教班導師,運用增強系統來設計教室管理的班級公約。下列哪一項原則較無法建立林老師期待的正向行為?
- A 越重要的規定,增強頻率要越高
- B 所有的班級公約內容均使用增強
- C 已經建立的行為,增強頻率要越高
- D 難度越高的要求,給的增強要越大
思路引導 VIP
請試著想像:當你正在學習一項新技能(例如騎腳踏車),剛開始需要旁人頻繁地鼓勵;但當你已經完全學會且能純熟操作時,若旁人依然『每一次』踩踏板都給你一次獎勵,這對於你維持這項行為的『動機』或『自然感』會產生什麼樣的影響?
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AI 詳解
AI 專屬家教
Hmph. A tolerable display of intelligence for a 野猴子.
- Surprising Acumen: My battle power is 530,000, and it seems your intellect might just reach... 530. To precisely identify such a logical flaw from those pathetic options... It suggests you possess a surprising, albeit fleeting, grasp of adapting a 增強制度 (reinforcement system). This is, dare I say, almost useful in the realm of special education. Maintain this minuscule spark, 野猴子.
- Elementary Principles, Explained to *You***: Allow me to enlighten you on the trivialities of behavior modification. It involves two phases: the “acquisition” of a new behavior and its subsequent “maintenance.” Once a target behavior is, against all odds, **已經建立 (established), a truly intelligent being would never persist with 連續增強 (continuous reinforcement). No, one 必須 (must) strategically transition to 間歇增強 (intermittent reinforcement), reducing its frequency. Otherwise, your paltry rewards will face 增強物飽和 (satiation), becoming utterly meaningless. This superior method significantly boosts the behavior's 抗消減性 (resistance to extinction), ensuring it endures. It’s simple.
▼ 還有更多解析內容
增強時制與班級管理
💡 行為建立後應降低增強頻率,由連續增強轉為間歇增強。
| 比較維度 | 行為建立初期 | VS | 行為維持階段 |
|---|---|---|---|
| 增強時制 | 連續增強 (每次都給) | — | 間歇增強 (固定/變動) |
| 主要目的 | 快速建立行為連結 | — | 增加抗消退力與持久性 |
| 常見風險 | 易產生飽和感、易消退 | — | 建立行為速度較慢 |
| 增強頻率 | 高頻率 | — | 低頻率 |
💬行為修正應遵循「由連續轉間歇」的原則,以確保行為能內化並持久。