A Study On The Influence Of Teachers’ Network Classroom Management Behaviors On Junior High School Students’ Self-directed Learning Ability

The rapid development of contemporary science and technology has caused knowledge and information to be introduced at an astonishing speed.As any member of society,if you want to adapt well to such changes in the situation,you must learn to learn independently.In other words,students should have a strong ability to learn independently.The development of the modern Internet with big data,cloud computing and artificial intelligence as the main features has provided students with a high-speed dissemination and personalized technical foundation for independent learning.The new crown virus epidemic that began in early 2020 has made online teaching a new type of teaching.This method has become the best choice under the policy of "no suspension of classes".The general promotion of online teaching poses severe challenges to all types of education at all levels in our country.In addition to changing people’s understanding of the learning style in the information age,it has higher requirements for students’independent learning ability,teacher’s information literacy,and teacher’s classroom management ability.The differences in teachers’ classroom management behaviors have become the core factors affecting students’ learning performance.This research focuses on the influence of teachers’ classroom management behaviors on students’ self-directed learning ability during the epidemic period.The article takes junior high school students and teachers from two schools in S city as the research object,and uses a combination of questionnaire survey and interview research to analyze the current situation of the influence of S city teachers’ online classroom management behavior on the self-directed learning ability of junior high school students.The author randomly selected students from the first to third grade of two junior high schools in S city,and distributed 370 questionnaires,of which 353 were valid test papers,and the effective questionnaire recovery rate was 95.41%.After testing the reliability and validity of the questionnaire,the quality of the questionnaire is high(α=0.951;KMO=0.952),and statistical analysis can be carried out.The author used SPSS22.0 to carry out statistical analysis such as difference(ANOVA),correlation and regression analysis to identify and explain the internal relationship between teachers’ classroom management behavior and the self-directed learning ability of junior high school students;Interview investigations between teachers and students in order to understand the problems existing in teachers’classroom management behavior and the self-directed learning ability of junior high school students.On this basis,policy recommendations are put forward to improve teachers’ online classroom management behavior and improve the ability of junior high school students to learn independently.Through the questionnaire survey,the main conclusions drawn in this article are as follows:(1)There are significant differences in the self-directed learning ability of junior high school students in S city in grades,and significant differences in the highest educational background of their parents.(2)There is a strong correlation between teachers’ classroom management behavior and junior high school students’ self-directed learning ability.(3)Based on the dependent variable Y(junior high school students’self-directed learning ability)and independent variable X(teacher classroom management behavior),a multiple linear regression model of Y and X is established:Y=0.139X1+0.101X2+0.144X3+1.509(Among them,Y:total changes in the self-directed learning ability of junior high school students in S city;X1:teacher self-management;X2:teacher’s management of students;X3:teacher’s management of the environment).There is a causal relationship,that is,in the self-directed learning ability of junior high school students,38.4%of the changes can be explained by the teacher’s classroom management behavior.The three factors of teacher’s student management,teacher self-management,and teacher’s environmental management contribute to junior high school students’ self-directed learning Ability has a positive predictive effect.Through individual interviews,this article found the following problems with junior high school students and teachers in City S:First,teachers’ teaching management concepts and methods are lagging behind;second,teachers have many deficiencies in student management;third,teachers have loopholes in environmental management;fourth,junior high school students Lack of self-learning awareness.Based on the above survey results,the author puts forward four reasonable suggestions as follows:one is to strengthen self-management;the other is to improve student management;the third is to optimize environmental management;and the fourth is to participate in multiple parties.