Reward methods are an everyday occurrence in our classrooms. More than ever, a great number of incentive(激励) programs have been created to help teachers manage behavior, and motivate learners. However, there is evidence that in the long run, reward systems don’t work.
Many people believe that rewards can help students develop a reason to do better. However, this approach fails to address why children are unable to be successful in the first place. When a student who dislikes math frequently behaves badly in class, a simple and easy way to deal with the behavior might be to offer him a reward for not misbehaving. Yet this would do nothing to solve his real problem—which is his attitude towards math.
On the other hand, rewards can’t last forever. So what happens when they stop? Many experiments suggest once the rewards stop, people go back to behaving as they did before.
Some people might counter that. It may be true that students won’t positively work once we stop rewarding them, but at least they will have worked more than they otherwise would have! Unfortunately, there is another more surprising consequence of rewards that we need to consider: Rather than create motivation, they can actually decrease motivation.
In a classic study, some kindergarteners who enjoyed drawing with markers were observed in a classroom with different activities available. They were broken into two groups. Everyone in the first group was told that he or she could win an attractive certificate by drawing a picture with markers. Each was eager to get the certificate and drew a picture. Children in the second group were also encouraged to draw but didn’t get a certificate. After a delay of about two weeks, when the markers again appeared in the classroom but no certificate was promised, the children in the first group used the markers about half as much as children in the second group. Apparently, rewards actually made them enjoy drawing less.
What we really want is for students to take responsibility for their own learning. When much of the focus is on performance outcome, it can stop the development of self-motivation. The ‘self-determination theory’ claims all human beings will succeed when our basic, inborn, and emotional needs are met. By providing appropriate support and opportunities, we can help to meet the needs of all students and therefore increase their motivation.
1. The author mainly argues that ________.| A．students should be responsible for their learning |
| B．incentive programs help to solve real problems |
| C．motivation plays an important role in learning |
| D．reward methods for students are ineffective |
| A．suspect |
| B．oppose |
| C．detail |
| D．confirm |
| A．rewards keep interest |
| B．children enjoy awards |
| C．children are changeable |
| D．rewards reduce motivation |
| A．questioning the results of classic studies |
| B．comparing strengths with weaknesses |
| C．pointing out the problems with reward systems |
| D．giving examples of badly-behaved students |
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【推荐1】With fingers and wrists wrapped in medicated tape, Zhang Guimei, founder and principal of the first free high school for girls in China, was presented with the July 1 Medal on Tuesday.
Zhang met her husband in Dali and worked as a teacher in a local school. Unfortunately, her husband died of cancer not long after their marriage. Sadly, Zhang decided to leave this place with which she was too familiar. Hence, she volunteered to teach at a middle school in Huaping, a poverty-stricken county located in the mountains.
Over time, Zhang witnessed the gender gap in education up close in relatively poor rural areas. Urban and rural students already faced unequal access to quality education, and the traditional belief of male superiority only worsened rural girls’ situation. She discovered that many female students would just disappear after studying for a while and some girls were even pulled out of class just before the college entrance exam. The reasons varied: to pay for the younger brother’s tuition, the girl’s parents would have her quit and return home to earn money; the family received engagement gifts...
In 2002, Zhang came up with an idea which, to many, seemed crazy: to found a free high school for girls. Six years later, with help from the Party and the local government and personal donations, she founded the Huaping All-Girls High School. With the goal of never letting a girl fall behind in schooling, Zhang often works overtime despite suffering from several kinds of illnesses. She has walked to almost every household deep in the mountains, talking to the parents about the importance of education for girls.
The efforts paid off. Over the past 13 years, her school has sent 1,800 girls to university. “To educate a girl is to change the destiny of three generations. A cultured, responsible mother won't let her daughter drop out of school,” Zhang said.
1. What probably made Zhang Guimei decide to leave the local school in Dali?| A．Her loss of husband. | B．Her desire for exploration. |
| C．Her love for teaching. | D．Her eagerness for adventure. |
| A．Difficult examinations. | B．Gender inequality. |
| C．Local misunderstanding. | D．Teacher resignation. |
| A．Determined. | B．Pessimistic. | C．Economical. | D．Outspoken. |
| A．A free high school for girls was successfully set up. |
| B．A woman with illnesses faces ups and downs in life. |
| C．The gender gap in education in rural China is bridged. |
| D．A woman’s devotion to girls’ education finally paid off. |
【推荐2】Every boy and every girl expects their parents to give them more pocket money. Why do their parents just give them a certain amount?
The amount of money that parents give to their children to spend as they wish differs from family to family.
First of all, children are expected to make a choice between spending and saving. Then parents should make the children understand what is expected to pay for with the money. At first, some young children may spend all of the money soon after they receive it. Parents are usually advised not to offer more money until it is the right time.
In order to encourage their children to do some housework, some parents give pocket money if the children help around the home. Some experts think it not wise to pay the children for doing that.
Pocket money can give children a chance to experience the three things they can do with the money. They can spend it by giving it to a good cause. They can spend it by buying things they want.
| A．Some children are good at managing their pocket money. |
| B．One main purpose is to let kids learn how to manage their own money. |
| C．By doing so, these children will learn that spending must be done with a budget（预算）. |
| D．Because helping at home is a normal part of family life. |
| E．Learning how to make money is very important for every child. |
| F．They can save it for future use. |
| G．Timing is another consideration. |
【推荐3】Geographers are interested in the spatial patterns observed on earth. Bridging the natural and social sciences, Geography is the interdisciplinary study of environments and how people interact with the environment. It is important to study geography because many of the world's problems require understanding the interdependence between human activities and the environment. Geography is therefore a beneficial major for students because its theories and methods provide them with analytical skills relevant to occupations focused on solving social and environmental problems. The Department of Geography offers eight majors that help students tailor their focus of study.
The Geography—Globalization and Development major will provide students with a sophisticated understanding of contemporary global issues and a geographical framework for analyzing key issues involved in national and international development. Reflecting the discipline of geography as a whole, this major emphasizes an integrated approach to studying the relationship of global change to individual and community well-being by combining the benefits of area studies with theoretical and topical investigations in the curriculum.
Our department is committed to excellence in both teaching and advising. Several of our faculty members have received teaching awards, and we are known across campus for the quality of our advising. As a geography major, you will meet one-on-one with your faculty advisor every semester during advising week, and you are always welcome to talk with your advisor at any time throughout the semester whenever questions may arise. In addition to advising our students about their academic programs, we provide timely information about internships, nationally competitive awards, and other opportunities as they arise. Many of our students complete internships and several of our students over the last few years have received nationally competitive awards.
For more information about our program, please visit our website, or contact our Undergraduate Chair, whose information is listed above. Admissions Information
Freshmen/First-Year Admission
No requirements beyond University admission requirements.
Change of Program Policy
No selective or limited admission requirements.
External Transfer Admission
No requirements beyond University admission requirements.
Opportunities Upon Graduation
With a liberal arts degree in Geography—Globalization and Development, students are prepared for employment in a variety of fields, including non-profit and government work, particularly in the areas of community and international development. This degree will also prepare students well to work in the private sector in an international context. Graduates from this program will also be well situated to continue on to graduate school or law school, with research and professional interest in academic fields, including, but not limited to, geography, public affairs and policy, development studies, and community and regional planning.
Browse through dozens of internship opportunities and full-time job postings for Ohio University students and alumni on Handshake, OHIO'S key resource for researching jobs, employers, workshops, and professional development events.
1. Who can be selected as the target of the geography course in the passage?| A．A freshman who has studied in a university. |
| B．A college student majoring in geography. |
| C．A senior high school graduate interested in geography. |
| D．A high school graduate who wants to find a job. |
| A．Acquiring skills to solve social and environmental problems. |
| B．Understanding contemporary global issues. |
| C．Getting one-on-one information on geography teaching. |
| D．Achieving more international opportunities. |
| A．In a magazine. |
| B．On the university website. |
| C．In a geographic journal. |
| D．On the enrollment information network. |
