A Educational Guidance Experimental Research Based On The International Behavioral Features Of Middle School Students

The emergence and rapid development of Internet are gradually affecting the presentand future of human society, changing their ways of learning, living, working andthinking. The middle school students, who are going through a critical period ofself-growth, have a strong psychological desire to enter into the world of adult to playa whole new role in society as soon as possible. The Internet, a rich but anonymousplatform that provides a wealth of resources, just meets the psychological needs ofstudents. They can get satisfaction from experience the same social roles as adults andvirtual interpersonal exchange on the Internet. So using Internet became an integralpart of their leisure life. However, the thing goes with it is the Internet dependency ison the rise because self control ability of middle school students still does not fullydeveloped. In response to this social phenomenon, this paper aims to conceiveeducational guidance programs with strong practicability and effectiveness to helpstudents use Internet correctly, to meet the needs of students on the Internetreasonably, and to promote students use Internet as a tool of study.The topic of this paper comes from one Project of Shanghai Municipal EducationCommission: The Study of Middle School Students'Internet Behavior Features andEmpirical Research on Educational Guidance. Firstly, this paper does literature reviewabout students'Internet behavior features and theories of educational guidancestrategies towards problem Internet behavior according to researches both at homeand abroad. Secondly, this paper brings forward a whole set of practicableexperimental intervention programs which is targeted for practical instructionalcontext. Thirdly, the main purpose of this paper is to examine and certify the effectsand influences of these intervention programs through experimental methods, to bespecific, one-factor pretest-posttest design, in which the independent variable isintervention programs and the dependent variables is the scores of Middle SchoolStudents Internet Behavior Features Scale and Class Climate Scale. The twoexperimental conditions are: (1) the series of class meetings as the core of which istraditional classroom instruction combined with online class space building; (2) justthe series of class meetings.The experiment holds in one middle school at Shanghai and lasts 3 months. It isshowed that the first experimental condition, combined intervention programs cansignificantly reduce the problem behavior, including too much preference on theentertainment function of Internet, study obstructed by internet; unhealthy onlineinterpersonal communication, interpersonal communication in the reality interruptedby the Internet, cannot control time spent online. It also can promote students usinginternet in a healthier way, such as using the informational function of internet andtaking internet as a tool of learning. Additionally, the combined programs shows astrong effects on the establishment and cultivation of a healthy class climate. Thesecond experimental condition, which is just the traditional classroom instruction shows some effects on improving students internet behaviors and class climate butless than the first one. Correlation test shows that Middle School Students InternetBehavior Features and Class Climate are positively related.