Research On Students’ Problem Behavior Management Of English Classroom In Rural Senior School ——Based On ZG Middle School In Chengdu

English has always been a weak subject in rural senior high schools,and the quality of English teaching needs to be improved urgently.However,the frequent problem behaviors of students in English class have become one of the main factors affecting the quality of English teaching.How to effectively manage the problem behaviors of students in class has troubled the English teachers in rural senior high schools.Therefore,it is of practical significance to study the management of students’ problematic behaviors in English class by English teachers for effectively managing students’ problematic behaviors in English class and improving the quality of English teaching.By consulting relevant literature and interviewing front-line teachers,this study obtains the entry point and investigating direction of English teachers’ managing students’ problematic behaviors,adopting three kinds of research methods : questionnaire,observation and interview.Selecting Chengdu ZG middle school as investigated object,the study is to investigate and analyze the current situation of English teachers’ managing student problematic behavior,and researches show:（1）English is the subject with the highest frequency of classroom problem behavior.Classroom problem behavior shows the characteristics of time period,concentration and sprawling.Introverted problem behavior compared with extroverted classroom problem behavior,students are more likely to have introverted problem behavior in English class.Compared with female students,male students tended to have more classroom problem behaviors;The higher the grade of students is,the more likely students are to have classroom problem behavior.Compared with liberal arts students,science students tend to have more classroom problem behaviors.The main reasons for students’ problematic behaviors in class are poor English foundation,poor self-control and low enthusiasm in English learning and so on.（2）There are a lot of problems in management.Because the uniqueness of problematic behaviors in English class is ignored.the management of problematic behaviors in English class is similar to that in other disciplines.More attention is paid to the control management during behaviors and the correction management after behaviors,while the prevention management before behaviors is ignored.In the aspect of prevention management,there are some problems such as weak awareness of prevention management,single way of prevention management and poor effect of prevention management.In the aspect of control management,there are some problems such as static state of controlling management concept,random way of control management and transient effect of controlling management.In the aspect of correction management,there are some problems such as the deviation of correction management concept,the lack of integration of correction methods and the difference of correction effects.（3）Analysis of the causes of management problems shows:Students’ problems mainly lie in their poor autonomous managing ability,low enthusiasm in English learning and lack of family education.Teachers’ problems mainly lie in the heavy pressure of the teachers’ classroom management,the deviations of management concept and management way relying on external forces;the schools’ problems mainly lie in the imperfect school management system and lack of school management training;The society and the students’ family mainly lies in the strict requirements of society and the family to the teachers and the management difficulty caused by the influence of external factors.（4）Relevant coping strategies of optimizing management should be put forward.In the aspect of preventive management,school should establish a stable management environment by building classroom management system,constructing constructive classroom environment,and perfecting home-school co-education management system,and teachers should improve the ability of education and teaching level by designing teaching activities allowing students to experience the sense of success and reforming teaching methods.In the aspect of regulatory management,teachers should improve their ability of using intervention management,train students’ ability of self-intervention management deliberately,and internalize teachers’ ability of guided regulation management.In the aspect of corrective management,teachers’ concept of continuous expectation should be changed,and students’ classroom problematic behavior is changed by behavior reinforcement correction and sequential classroom problem behavior correction.