"Troublemakers" In Class

"Problem students" usually refer to students who deviate from school norms or expectations in terms of learning,thinking,morals,psychology,and behavior.The understanding and definition of "problems" and the attitudes and ways of treating such students usually reflect people's different views and values of children.Although various educational policies and educational theories in our country have advocated giving children space for personalized development since the new century,the reality of school life is unsatisfactory.Some children with strong personalities are often regarded as heterogeneous or problematic and therefore subject to discrimination or even bullying;Especially worrying is that some schools or classes will collectively unconsciously misjudge or unfairly treat such children,seriously harming the healthy growth of such children.Based on this,this study takes those "problem students" who are considered as "troublemakers" as the object,studies the real life situation of such children,the attitude of education related people to such children,the impact of such children,and the reflection that educators must make.In this study,a male student in a class of Biyu Primary School(pseudonym)in H City called Xuan Xuan(pseudonym)was used as a case object,with narrative inquiry as the main methodology,observation method,multi-suject interview metheod with the clue,related literature research method,and carried out a follow-up study of the fourth and sixth grades of Xuan Xuan.The research process has gone through several stages,such as literature collection and reading,research planning,watching the videos collected by the research team,observation and data collection,in-depth analysis of data and writing of papers.The thesis is divided into six chapters.It mainly expounds the research origin,research problem,research significance and research review,and defines three core concepts of "troublemaker","problem student" and "image".The second chapter is the research methodology and methods.It mainly describes the choice of research object,the role of the researcher,the narrative inquiry methodology adopted by this research,the observation method,the "multi-subject with video as a clue" interview method and data analysis tools.Chapters 3 and 4 are the main part of the thesis.The third chapter mainly presents Xuan Xuan's overall growth status and specific " troublemaker" image in daily life,family life and community life in school in the fourth grade.The fourth chapter mainly expounds the growth and changes of Xuan Xuan in the sixth grade and the image changes in the eyes of others.The fifth chapter discusses and analyzes the causes of the image of "troublemaker" in Xuan Xuan.Chapter 6 analyzes the responsibility and improvement aspects of school education in the formation of problem students from a reflective perspective.The main findings and conclusions are as follows:First,Xuan Xuan in real life is a helpful,active participant in class,unique thinking,lively and active,a bit naughty,unwilling to be bound by rules,a little lack of expression ability,not very popular with teachers and students in the class child.But from the fourth grade to the sixth grade,Xuanxuan's growth has certain enthusiasm,and his awareness of rules has improved.However,the image of Xuanxuan in the eyes of teachers,students and parents has not changed,but it is even more unreasonable.They basically agreed that in addition tobeing kind and flexible,Xuanxuan is still a mischievous,unruly,wordy,procrastinating,lack of self-control,low emotional intelligence,and indomitable child.Moreover,in the past few years,the problem of Xuan Xuan has been existing,and basically unchanged.This means that these people's attitude towards Xuan Xuan is more indifferent,and the environment in which Xuan Xuan lives is not friendly!Second,Xuan Xuan's "problem image" is the result of many factors.Family education is the first factor affecting its growth and development.Family education based on inter-generational education in early childhood had a large negative impact on the formation of Xuan Xuan's autonomous habits and socialization,and directly affected his later development;Moreover,the inconsistency of family members' education concepts and methods further caused the confusion of Xuan Xuan's value in growth.Furthermore,in school education,such as overemphasis on rules,regarding punishment as education,lack of friendly companionship,and the management philosophy of school management,these factors increasingly stereotype Xuan Xuan's image of "troublemaker".In addition,the conflict between family and school education also has a negative impact on the healthy development of Xuan Xuan's values.Finally,the theory of sensory integration disorder shows that some of Xuan Xuan's problematic behaviors may be a pathological phenomenon.Finally,the article believes that all kinds of educational subjects should have a development perspective,pay attention to the positive factors of "problem students",and consciously build a growth environment full of goodwill,warmth and trust for such children.