Research On The Management Of Junior Middle School Students' Chinese Classroom Learning Behavior

As one of the most important basic subjects,Chinese plays a vital role in the cultivation of students' quality.How students' classroom learning behavior is directly related to the effectiveness of teaching.As classroom administrators,it is important for teachers to manage students' classroom learning behavior.Based on junior middle school Chinese teaching,a line from the two groups of teachers and students,to investigate the current status of the management of students' classroom learning behavior analysis of the problems and put forward to operation,to conform to the goal of Chinese teaching Suggestions,to make up for the deficiency of the present classroom learning behavior management,and in order to improve the management level of teachers,promote the teachers' professional comprehensive development and meet the all-round development of students to provide some experience can be used for reference.There are six parts in this study.The first part is the introduction.First,the reason and significance of the research.Second,literature review of related research.At present,the research on Chinese classroom learning behavior management in junior high school neglects the role of teachers as managers,and the participation of front-line teachers is not enough.Third,the definition of relevant concepts.The fourth is the introduction of main research methods,including literature research,questionnaire survey and classroom observation.The second part is the theoretical basis of the study of junior middle school students' classroom learning behavior management.The management practice of teachers is based on the mastery of the theories of learning connection,constructivism and behavioral science.The third part is the junior middle school student classroom learning behavior management present situation investigation result analysis.It mainly focuses on three aspects: first,the level of management awareness.Teachers' understanding of the management of classroom learning behavior pays more attention to its service for teaching.Second,from the perspective of action and practice,teachers tend to improve their classroom communication skills in the face of major deviations in classroom learning behaviors.Third,the evaluation level.The fourth part is based on the results ofthe survey analysis of teachers in junior high school Chinese classroom learning behavior management problems and their causes.First,teachers' humanistic spirit of classroom learning behavior management is not fully demonstrated;second,teachers more often use external supervision means to guide students' self-management behavior,which is mostly reflected in the language level.Third,teachers' management of classroom learning behavior is somewhat arbitrary and subjective.Fourth,teachers' management cannot mobilize the initiative and participation of all students.The fifth part is to improve the teachers of junior high school students Chinese classroom learning behavior management level of several Suggestions.First,respect and understand the individual,infiltrate the humanistic moral education in Chinese classroom management.The second is to focus on the overall needs of students according to different local characteristics,starting from gender,grade and academic level differences.Third,establish a good classroom order to promote the management of teaching.Fourth,strengthen education management training and promote teachers' comprehensive professional growth.The sixth part is the conclusion.