Aiming to apply behavior modification to classroom management in the fourth grade in Chinese primary school, this thesis made action researches of three objects through case analysis. Firstly, it determined the following three research questions: 1)whether the classroom behavior of Student L who behaves as hyperactive will be improved after the application of Behavior Modification? 2)whether Student F who behaves as an oppositional defiant will be self-controlled after accepting Behavior Modification? 3)Whether Student X who behaves as attention deficit will be concentrated after accepting Behavior Modification? Then literature review was conducted with records of daily-life performances including on-site observation, interview records, students' feedbacks, parents' feedbacks, reflection journals during the research process. Through organizing and analyzing the data that were collected from various sides, final conclusions are drawn as follows: 1. The Behavior Modification is effective on the behavior as hyperactive Student L and Student X behaves as attention deficit. 2. Parental education has positive influences upon changing children’s behaviors. 3. The behavioral modification needs active cooperation of testee. 4. The action research of Behavior Modification is helpful to the professional development of researcher.

本研究主要目的在於將行為改變技術運用於國內小學四年級課堂管理，通 過個案分析針對三個研究對象作行動研究。首先確認研究問題“行為表現過度 活躍學生 L 在接受行為改變技術後課堂行為是否有改善？”“行為表現具對抗 性學生 F 在接受行為改變技術後自我控制能力是否提高？”“行為表現專注力 不足學生 X 接受行為改變技術後課堂注意力是否能集中？”然後進行文獻探討， 在研究過程中透過研究者現場觀察、訪談記錄、學生回饋單、家長回饋、省思 劄記等日常生活表現記錄表，從各方面收集資料、整理及分析，最後歸納出的 結論如下： 一、行為改變法對於過度活躍學生 L、專注力不足學生 X 的有效性 二、親職教育對於兒童行為改變的積極作用 三、行為改變需要被試者的積極配合 四、行為改變法之行動研究有助於促進研究者的專業成長