The Present Situation And Intervention Of Primary School Teachers' Response To Students' Classroom Problem Behaviors

Through the classroom observation,this thesis summarizes the behaviors of six students' high-frequency classroom problems and five teachers'high-frequency improper coping styles.Teacher's improper coping style were intervened combining cognitive dissonance theory design research intervention program and the structured exercises which based on the theory of behavioral psychology and self-disclosure,the classroom observation results are used as the situation.After five discussions,the frequency of inappropriate teachers1 coping styles is reduced,and the classroom management ability is significantly improved.There are two researches.The one summarizes the six high-frequency classroom problem behaviors which include the small words,the classroom confusion,the play,the small movements,the dazed distraction,and 5 teachers' high-frequency improper response methods which include the reprimands,criticisms,overtime punishments,threats,Command and control.At the same time,the semi-open questionnaire surveys students'perceptions and effectiveness evaluation of teachers'high-frequency inappropriate coping styles,and provides real situation and realistic basis for the research two interventions.The second study is intervention research.The purpose is to use behavioral psychology and self-disclosure theory as the theoretical basis combining cognitive dissonance theory design research intervention program to guide teachers to reflect on the effectiveness of inappropriate coping styles and psychological harm to students through structured exercises,to helping teachers to reduce inappropriate coping styles.The frequency of use be reduced,the correct and effective coping style be mastered,and the classroom management ability be enhanced.In this study,six class teachers from a primary school in Wuhan were the intervention targets which were conducted using offline discussion exercises.The effectiveness of the intervention was proved by the self-evaluation index that practice correctness rate and discussion exercise feedback form,and his evaluation index that classroom management behavior questionnaire and teacher response mode frequency table.Finally,this thesis has effectively intervened in the behavior of teachers'classroom problems through the form of practice.At the same time,it provides new ideas for research related to classroom problem behavior and enriches the form of intervention.