Research On Junior High School Geography Classroom Problem Behaviors And Countermeasures

Classroom is the main location of teaching, and classroom teaching is also the main way of vocational education. Under the auspices of the New Curriculum, Teachers return the initiative to the students, making them become the master of the classroom, when student initiative and autonomy can be strengthened, the authority of the respective teachers get weakened. In such a free and open classroom environment, many middle school geography teachers could not adapt to this sudden contradiction that maintain normal classroom discipline and humanity in the face of this classroom problem behavior.However, geography classroom problem behavior of junior high school students, if not handled properly,Not only can interfere with normal geography teaching activities and reduce the efficiency of learning, also will cause the conflict between teachers and students, influence the junior middle school students physical and mental healthy growth. How in the background under the Quality Education for classroom problem behavior, is each education workers should ponder and explore problems. Based on their own teaching experience, combined with little empirical research of scholars on the junior high school geography classroom behavior, so the author on the basis of the scholars study, select the junior middle school students in GuiL in as the research object, the methods of questionnaire, interview, case analysis, etc, details about the current situation of junior high school geography classroom problem behaviors, In-depth analysis of the cause of junior high school geography classroom problem behaviors, to explore the prevention and treatment strategies about junior high school geography classroom problem behaviors.The first part:The author will introduce the reason of the problem put forward, and defines the basic concept of junior high school geography classroom problem behavior, and the related research at home and abroad were reviewed and summarized, including its classification, causes and coping strategies, and so on.The second part:The author selected some junior high school’s geography teachers and students in GuiLin as investigation object, by questionnaire survey, individual interview and case analysis research method, including the middle school geography classroom problem behavior, influencing factors, teachers’ treatment, etc.respectively from two aspects of teachers and students present situation investigation. Thus the difference in junior high school students of gender, grade, geography teachers and students to understand other aspects of comparative analysis, a comprehensive understanding of the behavior problems in junior high school classroom.The third part:Based on the result of data from questionnaires and interviews, on the basis of the second part of the initial variance analysis, from students, teachers, schools, parents and society in five aspects of junior high school geography classroom problem behavior analysis of the main causes. Among them, the students reasons include; gender differences, physical fatigue, cognitive development imbalance, basic needs are not met, self-control is poor, lack of communication and coordination ability, emotion is not stable, tired, do not wish to learn geography; the teachers reasons include:the role of cognitive biases, educational philosophy behind, inappropriate management way, the teaching level needs to be improved, needs to be emphasis on teacher-student relationship; the school reasons include:educational philosophy, management system behind, teaching environment discomfort, adverse effects of peer group; the family reasons include: family structure internal instability, improper way of rearing, parents expect too much; the social reasons include:the negative effects of network media, the influence of the negative outlook on life and values.The fourth part:On the basis of the cause of the classroom problem behavior analysis, in combination with the practical situation of junior high school geography teaching, the author in view of the middle school geography classroom behavior caused by the five factors of strategy put forward the corresponding prevention and correction, among them, the reasons for students:respect and meet the reasonable need of the students, to guide and cultivate higher needs; balance cognitive differences, gave a positive and successful experience; develop the students’ ability of self management, let the student become good self management; as the geographical turnaround, cultivate and stimulate students’ interest in learning; the reasons for teachers: rediscover the classroom problem behavior, set up the correct education ideas; correct understanding of their roles, improve their professional quality; proper use of classroom management strategies, process and correct the classroom problem behavior; to establish harmonious and equal relationship between teachers and students, and promote the geography classroom communication and exchanges; the reasons for schools:change education idea, to carry out the geography education outside the classroom; service between teachers and students, create a constructive classroom teaching environment; correct dating, guides the junior middle school students to participate in the formal or informal groups actively; the reasons for family:strengthen the communication between family and form combined force of education; change the way of family nurture, reduce parents’ expectations of their children; the reasons for social:optimize the general mood of society, to build the healthy growth of the social environment; correct use of network, sets up the correct outlook on life and values.In summary, the prevalence of junior high school classroom problem behavior in geography teaching activities. Geography classroom problem behavior is caused by various reasons, both in dominant problem behaviors and the hidden problem behaviors need to attract the enough attention of geography teachers, aiming at the reasons to take corresponding prevention and correction strategy respectively. Through multilateral cooperation and common efforts, will be able to effectively avoid and reduce the junior high school geography classroom problem behavior, and ensure the orderly and efficient of geography classroom teaching, junior high school students as well as physical and mental health and overall development.