مرور سیستماتیک اثرات پاداش دهی در مدارس کشور

اﯾﻦ ﻣﻘﺎﻟﻪ ﻗﺼﺪ دارد ﮐﻪ ﺑﺎ روش ﻣﺮوری ﺑﻪ ﺑﺮرﺳﯽاﺛﺮات ﻧﺎﺷﯽ از ﭘﺎداش دﻫﯽ در ﭘﮋوﻫﺶﻫﺎی داﺧﻠﯽ و ﺧﺎرﺟﯽ ﺑﭙﺮدازد. ﺑﺪﯾﻦ ﻣﻨﻈﻮر ﻣﻘﺎﻻت ﭘﮋوﻫﺸﯽ در زﻣﯿﻨﻪ ﭘﺎداش و ﺗﻨﺒﯿﻪ داﻧﺶآﻣﻮزان ﺑﻪ دو زﺑﺎن ﻓﺎرﺳﯽ و اﻧﮕﻠﯿﺴﯽ، در ﻓﺎﺻﻠﻪ زﻣﺎﻧﯽ 1380-1399 ﺑﺮای ﻣﻘﺎﻻت ﻓﺎرﺳﯽ و 2000-2020 ﺑﺮ ای ﻣﻘﺎﻻت اﻧﮕﻠﯿﺴﯽ در ﺑﺎﻧﮏﻫﺎی اﻃﻼﻋﺎﺗﯽ ﺟﺴﺘﺠﻮ ﺷﺪ. ﭘﺲ از اﻧﺠﺎم ﺟﺴﺘﺠﻮ اوﻟﯿﻪ و ﺑﻌﺪ از اﻋﻤﺎل ﻣﻌﯿﺎرﻫﺎی ورود، 45 ﻣﻘﺎﻟﻪ ﺑﺮای ﺑﺮرﺳﯽ وارد ﻣﻄﺎﻟﻌﻪ ﺷﺪﻧﺪ. ﺑﺮاﺳﺎس ﯾﺎﻓﺘﻪﻫﺎی ﻣﺮور ﺳﯿﺴﺘﻤﺎﺗﯿﮏ اﻫﺪاف اﺳﺘﻔﺎده از ﭘﺎداش دروﻧﯽ در دو ﺑﻌﺪ ((ﺣﻞ ﻣﺴﺎﺋﻞ ﭼﺎﻟشی)) و(( دﺳﺘﯿﺎﺑﯽ ﺑﻪ اﻫﺪاف ﺳﻄﺢ ﺑﺎﻻ ﭼﻮن: رﺷﺪ و ﭘﯿﺸﺮﻓﺖ ﺧﻼﻗﯿﺖ، اﺳﺘﻘﻼل و ...)) اﺳﺘﺨﺮاج ﺷﺪﻧﺪ. ﮐﺎرﺑﺮد ﭘﺎداش دروﻧﯽ در ﭼﻬﺎر ﺑﻌﺪ ((اﺳﺘﻔﺎده از راﻫﺒﺮدﻫﺎ و روشﻫﺎی ﻣﺘﻨﻮع آﻣﻮزﺷﯽ))، ((ﭘﺮﻫﯿﺰ از اﯾﺠﺎد رﻗﺎﺑﺖ))، ((آﮔﺎﻫﯽ داﻧﺶآﻣﻮزان از اﻫﺪاف ﯾﺎدﮔﯿﺮی))، ((ﺗﻤﺮﮐﺰ ﺑﺮ ﺗﻮاﻧﺎ ﯾﯽﻫﺎ و ﺗﻔﺎوتﻫﺎی ﻓﺮدی داﻧﺶآﻣﻮزان))، اﺳﺘﺨﺮاج ﮔﺮدیدند. ﺑﻌﺪ ((اﺳﺘﻔﺎده از راﻫﺒﺮدﻫﺎ و روشﻫﺎی ﻣﺘﻨﻮع آﻣﻮزﺷﯽ)) ﻧﯿﺰ، ﺑﻪ ﭼﻬﺎر ﻣﻘﻮﻟﻪ ((اراﺋﻪ ﻣﻄﺎﻟﺐ از ﺳﺎده ﺑﻪ دﺷﻮار))، ((ﻓﺮﺻﺖﻫﺎی ﯾﺎدﮔﯿﺮی ﻫﻤﮑﺎراﻧﻪ((، ((اﺳﺘﻔﺎده از ﻣﺜﺎلﻫﺎی ﮔﻮﻧﺎﮔﻮن)) و ((اﺳﺘﻔﺎده از راﻫﺒﺮدﻫﺎی ﺷﻨﺎﺧ ﺘﯽ و ﻓﺮاﺷﻨﺎ ﺧﺘﯽ)) ﮐﺪﮔﺬار ی ﺷﺪ. ﻫﻤﭽﻨﯿﻦ، اﻫﺪاف ﭘﺎداش ﺑﯿﺮوﻧﯽ در ﺳﻪ ﺑﻌﺪ ((دﺳﺘﯿﺎﺑﯽ ﺑﻪ اﻫﺪف ﮐﻮﺗﺎه ﻣﺪت))، ((اﺳﺘﻔﺎده از ﭘﺎداش ﺑﺮای داﻧﺶآﻣﻮزان دارای ﻧﺎﺗﻮاﻧﯽ ﯾﺎدﮔﯿﺮی)) و ((دﺳﺘﯿﺎﺑﯽ ﺑﻪ ﺧﻮﺷﺎﯾﻨﺪی ﻣﻌﻠﻤﺎن ﯾﺎ واﻟﺪﯾﻦ)) اﺳﺘﺨﺮاج ﺷﺪﻧﺪ. ﮐﺎرﺑﺮد ﭘﺎداش ﺑﯿﺮوﻧﯽ در ﻣﺪارس ﻧﯿﺰ، در ﭼﻬﺎر ﺑﻌﺪ ((اﺳﺘﻔﺎده ﺑﻪ ﺻﻮ رت ﮔﺮوﻫﯽ))، ((ﻓﻮری و ﻏﯿﺮ ﻣﻨﺘﻈﺮه))، ((ﮐﺎرﺑﺮد ﺑﯿﺸﺘﺮ ﺗﺸﻮﯾﻖﻫﺎی ﮐﻼﻣﯽ ﺑﻪ ﺟﺎی ﭘﺎداشﻫﺎ ی ﻣﻠﻤﻮس )) و ((آزﻣﻮنﻫﺎ و ﻧﻤﺮات))اﺳﺘﺨﺮاج ﮔﺮدﯾﺪﻧﺪ.

Systematic review of the effects of rewards in the country’s schools

This study intends to review the effects of rewards in domestic and foreign research. For this purpose, research articles in the field of rewarding and punishing students in both Persian and English languages were searched in the database of Persian articles in the period between 20002020 in databases. After conducting the initial search and after applying the entry criteria, 42 papers entered the study for review. Out of 42 incoming articles, 11 Persian articles and 31 articles were published in English. The results of this study showed that the view of reward in the country’s education system is different from research abroad. Our schools continue to emphasize the traditional rewardpunishment model, which reinforces external motivation and ultimately only improves product and output (not outcome) based on the pattern of organizational elements, which may be beneficial to the individual and the organization in the long run. It will not have significant consequences for society.