Research On Teachers’ And Students’ Cognition Of Students’ Classroom Problem Behaviors In Rural Primary Schools

Classroom is the main field of teacher teaching and student learning.Good classroom order is an important guarantee for improving teaching quality.The emergence of student classroom problem behaviors not only disrupts the teacher’s teaching rhythm and classroom order,but also affects the learning results of themselves and other students.Existing researches lack specific research on students ’classroom problem behaviors in rural primary school.This study first analyzes the cognition of students’ classroom problem behaviors in rural primary,and compares the differences between teachers’ and students’ cognition of students’ classroom problem behavior.Based on this,explore the influencing factors of classroom problem behavior of rural primary school students and then put forward countermeasures.The research combed the research results of existing classroom behaviors through literature analysis,and laid a theoretical foundation for this research.The study used questionnaires,observations,and interviews to investigate teachers and students in five rural primary schools in S County,Henan Province,and found that,based on rural elementary school students’ knowledge of classroom problem behaviors,academic classroom behaviors were generally more prominent.The performance of problem behaviors varies with the class and type of classroom.There are significant differences in the two attributes of class behaviors in gender and grade.Teachers can recognize that students’ classroom behaviors are often disciplinary and academic,and there are significant differences in gender,job title,and teaching age.Through teacher-student comparison,it is found that in the disciplinary and academic problem behaviors,students’ perception of their own behavior is basically the same as the teacher’s perception of student behaviors,but the teachers’ cognitive behavior is lower in emotional problem behaviors.Classroom problem behaviors of pupils in rural areas are generally and mildly general.This study analyzes the impact of students,teachers,families,and the environment on classroom problem behaviors of rural elementary school students,and proposes measures to reduce students’ classroom problem behaviors.At the student level,rectify thoughts and attitudes,increase learning interest,and learn to self-regulate;at the teacher level,improve teaching methods,establish a correct outlook on education,and promote professional identity;at the family level,establish the concept of home-school co-education and change family education Philosophy;at the environmental level,create a harmony relationship between teachers and students,reinforcement students’ good behavior,and guide students to use the Internet correctly.