The Study Of Students’ Classroom Problem Behavior In Junior School

The classroom problem behavior is always one of the hottest research topic on which worldwide experts and scholars are focus all the time. It’s common for adolescent students in junior school to make many kinds of classroom problem behavior because of the particularities of their mind. If we don’t handle these problems properly, it may not only disrupt classroom order, influencing the process teachers’ teaching, but also can lead to conflicts between teachers and students, which can worsen their relationship, and even affect the students’ personality and the development of physical and mental health.Therefore, it’s significant for teachers to discuss and study the classroom problem behavior of the junior school students, which can not only provides advice for teachers who meet with teaching management problems, but also is beneficial to create healthy and happy atmosphere for students, promoting their all-round and sustainable development.The paper can be divided into five parts as follows:Firstly, the paper mainly introduces the domestic and foreign research of students’classroom problem behavior, then puts forward the design scheme of the research in the paper, including conceptions,methods and significance of the research.Secondly, author states the concept of problem behavior and classroom problem behavior according to the existing literature and my own educational and teaching experience. Then, author constructs the theoretical basis of the research synthesizing cognitive correction theory of educational psychology, social conflict theory of sociology and relationship of management -- resource management theory.Thirdly, selecting three junior schools as research fields which are in different developing level in Liyang, Jiangsu province, author obtained the data through the questionnaire investigation, case study and depth interview with teachers and students, then, sorted out and analyzed the collecting data, finally, presented the situation of students’classroom problem behavior in junior schools and made brief analysis.Fourthly, the paper makes attribution analysis on students’classroom problem behavior in junior schools, and illustrates the behavior from four dimensions which are the student factors, school factors including teacher and the school environment, family factors and social factors.Lastly, on the basis of the analysis of causes of classroom problem behavior, the paper puts forward specific strategies from three aspects which are prevention before class, classroom control and correction after class, according to the generation, development and elimination of student problem behavior, in order to reduce and eliminate the students’ classroom problem behavior, and ensure ordered classroom teaching and students’comprehensive development.