Analysis On Undergraduates' Behavior In Classroom

In the late of 1990s, people have focused on the issue of teaching quality in the process of expanding the scale of higher education enrollment. Students'behavior in classroom is one of questions in classroom research field. Therefore, analysis on undergraduates'behavior in classroom is helpful to know the real learning state, to understand students'opinion about the college classroom with the aim to improve their behavior and the teaching efficiency.Through the classroom observation and questionnaire, the dissertation analyzes the students'behavior in college classroom and concludes the types of students'behavior, and explores the factors which influence the students'behavior. The author, as an observer, studies the students'behavior from 3 aspects by the way of structured observation and quality observation. The first aspect is to analyze the choose-seats behavior. The result is that they can choose freely and the figure of the distributing seats is a trapezium. The second is to analyze the participation behavior. The features of their participation behavior are: the subjective of participation is mainly group students. They usually obey the teacher passively. And the participation only occurs in the interaction between the teacher and the students. The third is to analyze the non-listening behaviors which are sustainable and epidemic. The changing trend of such behavior shows two kind figures: parallel and cast.Through factor analysis of the questionnaire, it is concluded that there are 6 kinds of class behavior of the students. They are: attentive behavior of interactive participation related to the classroom task; attentive behavior of participation related to the task; attentive behavior of non-participation related to the task; inattentive behavior of participation related to the task; attentive behavior of unrelated to the task; inattentive behavior unrelated to the task. The dissertation also analyzes the factors that influence the behavior by chi square test and one-way ANOVA. The students'mark is the significance factor, which influence their behavior while the grade and the family background are not. Since the students have different anti-disturbing capacity, the distribution of them is significance different and the same with the students who hold different opinions about classroom discipline.