Influence Of Seating Arrangements On Classroom Problem Behavior And Teacher-Student Interaction Of Junior School Students

Along with the rise of education reform,people put more attention to education and teaching environments in the world. Researchers have dived into the domain of classroom environments since 1970s.Classroom seating arrangements are an important component in class environment. Student's classroom seating arrangement has great affect on the classroom environment, and teacher's classroom supervisory work.What's the effect of seats in different zones on classroom problem behavior and classroom teacher-student interaction of junior school students, which is worth paying much more attention. The former researches shown that seating arrangements have important influences on physical health and psychological development. The research of this question has great academic and practical significance for junior school students'learning, teachers'teaching and school management.This research developed classroom problem behavior of junior school students questionnaire through structured interview and article analysis, and revised classroom teacher-student interaction of junior high school student's questionnaire.We researched seating arrangement's impact on classroom problem behavior and teacher-student interaction of junior high school students. We carry out the intervention research.The research conclusion as follows:(1)The classroom problem behavior of junior school student's questionnaire includes seven dimensions: eating sock, transferring paper scrip, sleeping, reading extracurricular book, creating a disturbance, being distracted and gossiping, which has 26 items。The questionnaire has high reliability and validity, and it meets the requirements of psychological surveying. The revised classroom teacher-student interaction of junior school student's questionnaire includes five items and it also has high reliability and validity. It meets the requirements of psychological surveying. (2)There is significant difference in the demography variables with classroom problem behavior and classroom teacher-student interaction of junior school levels. The Grade 3 student's total score of classroom problem behavior and the Grade 3 student's score of sleeping, reading extracurricular books, creating a disturbance, snacking and be distracted are higher significantly than Grade 2 and Grade 1(p<0.01). The Grade 2 students'total score of classroom problem behavior students and the Grade 2 students'score of sleeping, reading extracurricular books, creating a disturbance and gossiping are higher than Grade 1(p<0.01).The Grade 1 students'score of classroom teacher-student interaction is higher than Grade 2 and Grade 3 students(p<0.001). The Grade 2 students'score of classroom teacher-student interaction is higher than Grade 3 students'(p<0.001). The score of six factors except creating a disturbance and total score of non-key school students are higher significantly than key school students'(p<0.01). The score of classroom teacher-student interaction of key school students is higher than non-key school students'(p<0.05). The score of transferring paper scrip of urban junior school students is higher significantly than rural students'(p<0.05). The total score of classroom problem behavior and the score of four factors including reading extracurricular book, creating a disturbance, being distracted and gossiping of rural junior school students are significantly higher than urban junior school students'(p<0.01). There is no significant difference in the score of classroom teacher-student interaction between rural students and urban students'(p>0.05). The score of creating a disturbance and gossiping of male students is significantly higher than female students'(p<0.05). The score of classroom teacher-student interaction of male students is significantly higher than female students'(p<0.01).(3)There are significant differences in the scores of classroom problem behavior and classroom teacher-student interaction of students who seat in different positions. The score of classroom problem behavior of students in the action zone is significantly lower than students in the public zone (p<0.001). The score of classroom teacher-student interaction of students in the action zone is significantly higher than students in the public zone (p<0.001). The action zone exists before the fourth row in the central area and before the third row in the two sidepiece area.(4)There is significant positive correlation between seating arrangements and the total score of classroom problem behavior and each factors of junior school students(p<0.001). There is significant negative correlation between seating arrangements and classroom teacher-student interaction of junior school students (p<0.001). Seating arrangements have significant positive forecasting function to classroom problem behavior of junior school students (p<0.001). Seating arrangements have significant negative forecasting to classroom teacher-student interaction of junior school students (p<0.001).(5)The intervention of seating has small influence on the levels of classroom problem behavior and teacher-student interaction of students whose seats in the same place . The intervention of seating has small influence on the levels of classroom problem behavior and teacher-student interaction of students whose seats in F1 and F2 ,F5 and F8 zone. The intervention of seating has tremendous influence to the levels of classroom problem behavior and teacher-student interaction of students whose seats are exchanged from F1 to F3 zone,from F4 to F9 zone and frome F6 to F7 zone. There are significant level differences of classroom problem behavior and teacher-student interaction between students in the action zone and students in the public zone (p<0.05). We conclude that the superiority zone is in the area of F1,F2,F5 and F8. The superiority zone's shape looks like the Chinese characte"r凸". The vulnerable zone is in the area of F3,F4,F6,F7 and F9. The vulnerable zone looks likes the Chinese character"凹".