Empirical Research Of Junior Middle School Students’ Problem Behavior In Class In The Context Of Small-class Oriented Education

Small-class oriented education is a revolution in the field of education, is the world development trend oftoday’s education reform, is the symbol of modernization of the education. In the middle1990s in economicallydeveloped areas of China, such as Beijing, Shanghai and other places take the lead in practicing and explorationon small-class oriented education, but the advantages of small-class oriented education are not showed well in theimplementation process. This paper combines the quantitative analysis and qualitative analysis by the classroomobservations and questionnaire to investigate the real situations of Junior Middle School students’ problembehavior in class in the Context of small-class oriented education. Classroom observation from the perspective ofthe researchers aim at the situation of students’ classroom problem behavior under the background of small-classoriented education; And the questionnaire survey from the perspective of students to check their classroomproblem behavior. There are175students from two schools participated in this survey. On the basis of theempirical research, we can get the practical conditions, analyses the influencing factors and give somesuggestions.This thesis is composed of six chapters. Chapter one provides the origins, purpose, significance, definition ofrelevant concepts and reviews some related literatures. Chapter two is the observation of the students’ classroomproblem behavior research, including the observation plan, arrange and collect the data and observation results.Chapter three is the questionnaire on students’ classroom problem behavior, including questionnaire compiled, andcollection of data and the results of the survey. By questionnaire we can have a comprehensive understanding ofthe performance and the reasons of the students’ classroom problem behavior and students’ attitude to small-classeducation. Chapter four is an overview of students’ classroom problem behavior in the context of small-classoriented education and analysis of the cause, mainly including the students, environment and teacher three reasons.Chapter five is to put forward the author’s suggestion and measures for teacher, mainly for teachers’ teaching andmanagement. Chapter six provides the limitation of the present study and expectations of the further study.