| The research concerns on teachers' cognition and coping strategy on the problem behavior of high school students, with the questionnaire survey and interview method. Teachers of different gender, different teaching age and different grade are interviewed. The problem behaviors are composed of study adaptation, interpersonal intercourse, behavior, emotion and personality.The conclusions are as following: (1)Teachers think that the main problem behaviors are study adaptation, internet obsession, emotional frangibility and velleity. Teachers pay more attention to the study adaptation of students, but less attention to the implicit problem behavior. (2)Female teachers pay more attention to the problem of study adaptation and emotion, such as low study consciousness and emotional frangibility. And male teachers pay more attention to the behavior, such as cheat and reactance. (3)Teachers of senior high school think more about the problems of study adaptation and emotion than those of junior high school. The problems include exam anxiety, caring too much about the mark and the place in an exam, and emotional frangibility. Junior high school teachers think more about the problems of the habits and attitude to study. (4) Different teaching age teachers almostly have the same opinion on the problem behavior. Only the teachers, who have taught more than 16 years, think the velleity problem is more serious. (5) The teachers' coping strategies can be classified into direct and indirect one. Many factors will affect teachers' coping stragety, such as their cognition of the relationship between themselves and students, their education experiences, the attitudes of students' parents and some other social phenomena. (6)In order to improve teachers' coping ability, the value of teachers' mental health education should be enhanced, and the teaching ability should be reinforced. Besides, teachers should pay more attention to the problem behavior on students'study.
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