The Research On Students’ Behavior Problem From The Primary School Teachers’ View

Students’ behavior problem is a sign of a problem during education. Therefore, focusing on students’ behavior problem can provide an entry point for educational problems’ reflection. Though teachers have many contacts with students, the educational research based on their perspectives is little. It not only makes the related research lack of educational perspective, but also makes the capable teachers in the situation of ’doing nothing’ or ’doing wrong’ without awareness. in this sense, it has bad effect on the students’development as well as the teachers’. This study was based on the teachers’ cognitions of students’behavior problem. In order to take knowledge of how the teachers define and handle it, a small-scale qualitative study based on 33 primary school teachers’ depth interview and 115 cases of students with behavior problem was carried out by using ground theory, which reflected the view of students as well as the view of education. Based on that, we can diagnose the problem in education.The study found that as an education phenomenon, students’problem behavior problem itself was complex as well teachers’cognitions and seven types of students’ behavior problem in the eyes of the primary school teachers can be divided into four quadrants according to two dimensions:the emotional experience and the reasonable judgment. Compared with students’ recessive behaviors, behaviors related to teachers’ work were paid more attention. As for the criteria, it was constructed by three dimensions. They were behavior consequence, motivation and duration. And the criteria mainly derived from the experience of the individuals and social cultural. Teachers’ attribution which formed the reasonable judgment represented three tendencies, namely simplistic attribution, "fictive" attribution and weak internal attribution. Teachers’ self-reflection and practice awareness needed to be improved. In terms of the coping strategies, they showed the teachers’ diversity in understanding the human nature and shaping possibility of students as well as the otherness of teachers’ emotional experience.After reflecting the cognition of the students’ behavior problem from the teachers’ view, we can find three roles played by the teachers when they understand the issue: active educators, successors who followed the norms and low conscious reflective thinkers. That the definition of behavior problem contained three meanings: "departure from the normal level" "adverse effects" and "positive functions" made the concept "deviant behavior" more suitable compared with the "behavior problems". It can also make the positive meaning of "problem" standing out which contributes to proper cognitions and responses to the "behavior problem". Considering the practicality and complexity of education, using complex thinking to verify the possible reasons of students’ behavior problem might be a new attempt to tackle it. At the same time, enhancing teachers’ professional literacy, their reflection ability and the mutual help between them can contribute to the transition of students’ behavior problem from crisis to turnaround.