Research On Classroom Discipline Problems Fringe Primary School

In recent years, as the new rural construction and urbanization in our country areexpedited continuously, a large and complex area has gradually formed at the special sectionintersecting between the urban and rural area, i.e., rural-urban fringe zone. As the importantlink for the coordination of urban development and rural development, the rural-urban fringezone reflects certain importance in the rapid developing economic society and represents theregional particularity, and the regional particularity of the rural-urban fringe zone itselfgenerates the particularity of elementary school campus therein. Due to the influence ofmultiple factors of environmental and teaching management, faculty and enrolled students’quality, etc., many problems occur to the classroom discipline of elementary schools in therural-urban fringe zone. In this paper, the author specifically starts from the current teachingsituation of elementary schools in the rural-urban fringe zone and implements the necessaryinvestigation and research and deeply discusses the classroom discipline problems reflected inelementary schools of rural-urban fringe zone taking No.3Elementary School in High-techZone, Zibo City, Shandong Province in typical rural-urban fringe zone as example.The article is divided into three parts.In the first part, the current situation of classroomdiscipline in the elementary schools of rural-urban fringe zone is mainly described. Theauthor finds out the classroom discipline problems existing in the elementary schools of therural-urban fringe zone and analyzes the current situation of relevant problems throughquestionnaire survey. In the second part, the causes for classroom discipline problems inelementary schools of the rural-urban fringe zone are analyzed. In combination with thesurvey results, the author specifically makes a full analysis from their own reasons of students,management reason and environmental reason， etc. to work out the solutions. In the last part,the improvement solutions are set forth for the classroom discipline in the elementary schoolsof the rural-urban fringe zone. The author sets forth some improvement strategies specific tothe problems reflected and causes of these problems, in combination with the features ofstudents, their parents, teachers and environment, etc. Mainly includes the requirement ofclassroom discipline, classroom discipline on students; teachers should keep pace with thetimes, improve their own quality; the participation of classroom discipline management; training the students’ learning initiative; mining and utilization of parents education resources,implementation of home school cooperation. In the rural-urban fringe zone, of which the mostimportant ones are to cultivate the learning initiative of students, set forth the specificrequirements of classroom discipline and realize the cooperation of family and school. Indeed,the teaching shall be kept pace with the times, so there is no invariable set pattern. Thesuggestions and solutions set forth by the author are to provide curtain reference to therelevant teaching workers and promote the well-development in mind and body of thestudents in the rural-urban fringe zone.