Research On Junior Middle School Students' Mathematics Classroom Problem Behaviors And Countermeasures

The mathematics classroom problem behavior in junior middle school refers to the classroom behavior that students show in the process of junior middle school mathematics classroom teaching,which is inconsistent with classroom behavior norms and teaching requirements,and affects the normal classroom order and teaching efficiency.This study uses literature review,questionnaire survey,interview survey and classroom observation,through EXCEL data statistical analysis,to carry out in-depth research on LXSY middle school students' mathematics classroom problem behavior.From the effective questionnaire statistics of 36 teachers and 398 students,the interviews of 4 junior middle school mathematics teachers and the actual observation of 6 classes of mathematics classes,the final survey results are as follows: First,the performance and classification of junior middle school students' mathematics classroom problem behaviors,among which the introverted classroom problem behaviors are mainly absent-minded and thoughtless.Illusion,daydreaming,daze,fear of asking questions,depression and isolation,not associating with classmates,scribbling,plagiarizing homework,being late,leaving early and playing truant.Extrovert-oriented classroom problem behaviors are mainly manifested in quarrels,provocations,pushing and colliding,whispering,making funny performances,making strange speeches,deliberately bumping into class cadres.Teachers or ministries break classroom rules,but mainly introverted behavior;secondly,gender differences in junior high school students' mathematics classroom problem behavior,girls' classroom problem behavior is more introverted,while boys' classroom problem behavior is more extroverted;thirdly,grade differences in junior high school students' mathematics classroom problem behavior,junior high school students in mathematics classroom.Problem behavior is mainly introverted,and the number of extroverted behavior of junior two and three students is increasing,and the coexistence of introverted behavior and extroverted behavior of junior four students.Fourth,there is a certain relationship between the problem behavior of junior middle school students in mathematics classroom and students' performance.Whether they are good students or good students,there are classroom problem behavior of junior high school students,but poor students' classroom behavior.Problem behavior is particularly prominent.Based on the results of the survey,this paper makes a comprehensive analysis of the performance,classification and characteristics of junior high school students' problem behaviors in mathematics classroom,and makes an analysis of the causes from three aspects: students,teachers and families.Finally,it puts forward the Countermeasures for junior high school students' problem behaviors in mathematics classroom.Namely: First,from the particularity of mathematics teaching in junior high school,we should put forward the countermeasures,infiltrate the core accomplishment in mathematics classroom teaching in junior high school,adopt flexible and scientific teaching methods,make mathematics classroom lively and interesting,attract the attention and interest of junior high school students,at the same time,take into account the characteristics of mathematics learning of students with learning difficulties,and do a good job in transforming students with learning difficulties.Secondly,from the perspective of junior high school students,we should put forward coping strategies to help students correctly understand the harmfulness of classroom problem behaviors,conduct psychological counseling intervention for students with classroom problem behaviors,pay attention to students' personality differences based on the survey results,analyze specific problems and guide learning.Students participate in the formulation of classroom behavior rules and play an exemplary role in classroom behavior;third,from the perspective of teachers,put forward coping strategies,requiring teachers to specialize in classroom problem behavior problems,improve the understanding of junior high school students' classroom problem behavior,improve teachers' teaching level and classroom management level,as well as improve teachers' positions.Fourthly,from the perspective of family education,parents should have a better understanding of children's performance in school,reflect on their own education for children,make families more harmonious,actively communicate with school teachers,and form a joint force of home-school cooperative education,so that children can grow up healthily.