Secondary And Primary School Teachers Punishment Behavior After-effect Evaluation And Intervention Strategy Exploration

Through observation,interviews and questionnaires,this paper summarizes the high-frequency situations and specific behaviors of primary and middle school teachers'punitive behaviors.Then,based on high-frequency situations and specific behaviors,the after-effects of punitive behaviors of primary and middle school teachers were evaluated and investigated.Finally,through the combination of online and offline methods,six teachers in a primary school in Wuhan and Guiyang were given cognitive intervention training,and the effect of the intervention was tested through the teachers'self-assessment indicators.After the intervention training,combined with theoretical and empirical research data,it puts forward strategic suggestions on how to use punitive behaviors by teachers in primary and middle schools.Study 1 adopted the methods of literature,observation,interview,and questionnaire to investigate the current situations of punitive behaviors of teachers in two primary and middle schools in Wuhan.Finally,four high-frequency situations in which the punishment of teachers in primary and middle schools occurred:learning problems,violation of classroom discipline,violation of school rules and discipline,collision or disrespect to teachers.Ten high-frequency use punishments:isolation,neglect of indifference,abandonment of discipline,verbal punishment,please parents come to school,corporal punishment in public,stay in school after school and are not allowed to participate in extracurricular activities,go to the office for critical education and write a review,punishment stand,punish Copy,labor education.Study 2 used the real data from Study 1 as a background to compile a questionnaire,and assessed the after-effects of punitive behaviors of elementary and middle school teachers from the two aspects of harmfulness and persistence.The results of the hurtful assessment showed that the five punitive behaviors of teachers with high harmfulness were:isolation,please parents come to school,verbal punishment,neglect of indifference and abandonment of discipline,go to the office for receiving criticism and education,and write a review.The elementary and middle school students and college students as the research object of the persistence dimension to conduct an evaluation survey.The results showed that the students in the two different stages agreed that the impact of teacher punishment behavior was long-lasting and mostly negative.Study 3 was based on the data from Study 1 and Study 2,and combined cognitive behavior change theory,participatory teacher training,and developmental psychology theory to design a combination of online and offline intervention methods.After the offline intervention training was completed,self-made training questions were used to conduct intervention training on six teachers in a primary school in Wuhan through the online app.The effect of the intervention training was measured by the comparison of the three times of the teacher's performance in the two groups.The final results showed that this intervention has helped teachers change their cognition,understand the aftereffects of their punitive behaviors,raise their awareness of risks,and learn to use punitive behaviors reasonably.Finally,based on all the research results in this thesis,combined with the theory,this article put forward the strategy suggestions on how elementary and middle school teachers used punitive behaviors reasonably.