Middle School Art Class Student Problem Behavior Control Strategy

It is an outstanding problem that the discipline is in disorder and the teaching efficiency is low in middle school art teaching. Many teachers will feel at a loss when they face sorts of problem behavior which has put forward higher request to the teachers' abilities in controlling and regulating the teaching process. So, the author chooses this issue as the research object. This thesis consists a questionnaire survey which was conducted in four school of three districts in Beijing and an interview to some outstanding teachers with the aim of refining and summarizing their experiences in controlling the disciplines. The author's study aims at providing some tactics by researching the actual situation, the reasons of students' problem behavior.The first chapter provides a briefly introduce which consists the origin, importance of the study and a summary in the pre-research. In the second chapter, the author conduct a detailed introduction of the modes in how to regulate and control problem behaviors in class, hoping that readers can understand the theoretical foundations of different tactics of regulative strategy. According to the actual conditions of the art-teaching in middle school and survey on a large number of articles of this field at present, the author has defined the problem behavior of art teaching in chapter three. The author also creatively reclassified the problem behavior in classroom according to degree of influence on others. The chapter four, five and six are the essential part of this thesis. According to the practical investigation, the author have pointed out the problem behavior that exist both in student and teacher of middle school. Additionally, the author has carried on a comparison to the problem's properties, severity among different middle schools. As to the analysis to the causes, the author has not only considered the general reasons (I.E.: school's spirit, class atmosphere, student's physical and psychological development, family factor etc.), but also pointed out some unique reasons of it, including the discipline status of the arts lesson, uniqueness of the course, diversity of art tools, the arts teacher's unique personalities and student's attitude toward arts. As to the regulative strategy, the author emphasized two aspect: the preventive strategies and the coping strategies . In the preventive strategies, the author has advanced the opinions on the rule-making and arrangement of the classrooms, this is rarely mentioned in the past thesis. In coping strategies, the author maintains that classification in dealing with students' problem behavior. The problem behavior in various degrees should have different ways of treatment.