Study On Classroom Problem Behaviors Of Primary School Students In Grade Four

Schools rely on the classroom to learn,but in our classroom teaching,primary and secondary students often have a variety of difficult-to-control teaching behaviors,disrupting the normal classroom teaching order,and creating obstacles to the effective development of classroom teaching.We will seriously All kinds of behaviors that violate the rules of classroom teaching,interrupt the order of the classroom,affect students’ independent learning or severely interrupt the normal and orderly conduct of classroom teaching are all called classroom problem behaviors,so the author treats elementary school students in classroom The specific characteristics and main causes of problem behaviors have been explored,prompting teachers to carry out efficient classroom management,achieving a reasonable combination of "receiving" and "releasing",and improving teaching efficiency.This article is based on theoretical systems such as human-centered correction,behavior correction,Piaget’s cognitive development stage theory,etc.,using a variety of teaching and research methods such as problem observation method,questionnaire survey method,interview method,document investigation and research method,etc.The fourth-grade classroom problem behavior is explored.Taking the fourth-grade students at the school where the author works as the main survey object,the investigation is conducted around the basic characteristics and influencing factors of classroom problem behaviors.The observation method and questionnaire survey method are mainly used,supplemented by the interview method,to conduct a survey of 154 students in the fourth grade at the school where the teacher teaches.,and selected 8 teachers and 15 students for interviews.From the survey results,the classroom questioning behaviors of the students in the fourth grade of the school has certain characteristics of universality,diversification,timeliness,controllability,differential treatment,and vulnerability.Subject to individual differences in students(cognitive differences,differences in temperament types),learning motivation,fear of teachers;teachers’ classroom management methods,educational concepts,educational theories,teaching methods;family atmosphere,family education,home-school cooperation;school Environmental impact.In response to the above conclusions,under the guidance of the theoretical basis,from the teacher’s "acceptance" and "releasing" and the improvement of students’ self-management,it puts forward the thinking on the teaching strategies of problem behaviors in the fourth-grade of primary school.