Study On Elementary School Teachers Regulate Students' Classroom Behaviors

The classroom is the main place for teachers to teach and students to learn.Teachers regulating students 'classroom behaviors not only help to achieve teaching goals,but also are important measures to cultivate students' good learning habits.This study observes and interviews teachers and students in Class 2(4)of D Primary School in Chengdu City,and mainly answers the following questions: What classroom behaviors are regulated by teachers in the lower primary school? What are the attitudes of teachers in the lower grades of elementary schools when they implement classroom code of conduct? How do teachers regulate students' classroom behavior? On this basis,it analyzes the problems and causes of the low-level teachers of primary schools regulating students' classroom behaviors,and expounds the corresponding strategies.The full text is divided into four parts:The first part,introduction.It explains the research origin,research significance and purpose,literature review,concept definition and research design.In the second part,the current situation and problems of low-level teachers in primary schools regulating students' classroom behaviors.Combined with the survey results,the three aspects of normative content,normative attitude and normative method were selected as the analysis framework to analyze the status of D elementary school teachers' normative classroom behaviors.I presented the four elements of elementary school teachers 'standardizing students' classroom behaviors—listening,sitting up,homework,and raising hands;elementary school teachers 'standardizing students' classroom behaviors showed four attitudes—positive,neutral,negative,and sometimes positive Sometimes negative;teachers in the lower elementary school of the primary school regulate the students' classroom behavior in two ways-language,languageand non-verbal combination.The study found that teachers in the lower elementary schools of primary schools have the following problems in regulating students' classroom behavior: the content of the norms is subjective.On the one hand,teachers and students did not formulate written classroom norms,and the class did not have clear normative content;on the other hand,teachers in the lower grades of elementary schools failed to fully interpret the Ministry of Education's documents and spirit,and the homework assignments conflicted with them.Normative attitudes are sometimes negative,specifically manifested as instability and lack of patience.In terms of standardization methods,teachers in the lower elementary school of the elementary school did not comprehensively use the two standard methods of language,non-verbal language and language,nor did they train students to manage themselves.The third part is the analysis of the reasons for the problems of teachers in the lower elementary school in regulating students' classroom behavior.The first is that teachers in the lower elementary school have a vague understanding of the purpose of regulating students' classroom behaviors,which is manifested in the vagueness of "should not be regulated" and "to what extent".Second,teachers in the lower elementary school have insufficient understanding of the laws governing students' classroom behaviors,which is manifested in the lack of awareness of the law of attention development of students when the teachers in the lower elementary schools regulate their classroom behaviors.Third,teachers in the lower elementary school often look at students from an adult's point of view,impose unidirectional requirements on students,and lack respect and understanding of students.The fourth part is the optimization strategy of teachers in the lower elementary school to regulate students' classroom behaviors.There are three suggestions in this part: first,teachers in the lower elementary school should clearly regulate the purpose of the students 'classroom behavior and regroup the options for student classroom behavior;Teachers in the lower grades of elementary schools should respect the dominant position of students and take care of students' various needs.This study selects the three dimensions of normative content,normative attitude and normative methods to explore the connotation of norms,but these three aspects cannot cover all normative connotations and further research is needed.