Rural Middle School Students Classroom Problem Behavior Research

At present, the new curriculum for secondary schools are being carried on in China. Front-line teachers and experts are exploring and studying the practice of it warmly and actively. The new curriculum has higher requirements for teaching methods and teaching skills, especially for teachers in classroom management. Teachers'management is the key issue for students'classroom behavior. Classroom problem behavior is also troubling the majority of front-line educators, which has been a problem that can not be avoided.Since the 1960s, classroom behavior problems have been the hot issues of pedagogy that education experts and scholars are concerned about at home and abroad. What is more, they are the subject with universal significance during the current school teaching. Classroom problem behavior usually refers to non-compliance in the classroom and non classroom discipline, making the normal classroom activities out of order. Because Classroom problem behavior has a very serious negative effect on the quality of teaching for the school and the students learning efficiency in the classroom, schools and teachers have attached much importance to it. Secondary school students are at the developmental stages of youth and treason. If classroom teachers misconduct the problem when it appears, the school will not only disrupt the normal teaching order and the effect of classroom teaching but also result in conflicts between teachers and students or even trigger physical and mental health of students that may adversely affect their growth. Therefore, how to prevent and properly handle the problem behavior of students in the classroom becomes the problem that front-line educators and educational researchers need to address. In addition, There is relatively little empirical research into classroom problem behavior of rural secondary school students in China. Therefore, drawing on previous research into students'classroom behavior problems and the results, the thesis makes an empirical study of classroom problem behavior of rural secondary school students using relevant educational theory and classroom problem behavior. Based on the investigation into Y secondary School in Hanyuan, the educational theory related to problem behaviors of the school performance of students in the classroom, the thesis analyses the reasons and puts forward corresponding countermeasures in order to help solve classroom problem behavior of rural secondary school students.