Research On The Rural Pupil's Classroom Problem Behavior From The Perspective Of Field Theory

In the context of deepening curriculum reform,classroom ecology shows unprecedented possibilities and variability,and students' classroom behaviors are more complex and diverse.There are imbalances in development between regions in China,and educational resources are also different.Rural education has always been a hotspot for educational undertakings.The focus of education reform and development should be in rural areas,and the education of rural primary students in a unique growth environment should be more Value.Studying classroom problem behaviors of rural elementary school students through field theory enriches the traditional theoretical perspective of studying student classroom problem behaviors.It is also of great significance for promoting good teacher-student interaction and strengthening school classroom management.Certain reference ideas and strategies.This research used questionnaires,interviews,and observations to investigate the current situation of rural pupils' classroom problem behaviors.Through a questionnaire survey of 300 rural elementary school teachers,we understand the overall occurrence of rural pupils' classroom problem behaviors and different performances in various aspects.In order to confirm and enrich the survey information,we observed 16 classes such as Chinese,mathematics,English classes and calligraphy and art classes in all classes of the school surveyed,and learned the overall atmosphere of the classroom,the teaching process,and the actions of teachers and students.In order to gain a deeper perspective on classroom problem behaviors,14 in-service teachers were interviewed,and 18 students from the first to sixth grades were randomly selected for personal interviews.Through the investigation,it is found that classroom problem behaviors of rural elementary school students are generally present,and they are different in terms of gender,grade,subject,location,and time period of occurrence.Specific analysis of this shows that various problem behaviors are involved,but most of them are Mild problem behaviors,which mainly focus on self-attention,hyperactivity,and casual talking to others are the main problem behaviors.Use Bourdieu's field theory to understand the causes of classroom problem behaviors of rural elementary school students,including the changes in rural education field and the bad habits of teachers and students.Circulation and imbalance of capital and power between teachers and students.Through the field theory interpretation of classroom problem behaviors,the transformation strategies of classroom problem behaviors of rural elementary students can be obtained,including optimizing the field environment and forming a joint force of education;restructuring the habitual mechanism and activating the classroom circulation;establishing a teacher-student balance field and shaping Learning community.