Research On Problem Behavior Management Of Mathematics Classroom In Rural Junior Middle School

The problem behavior of rural middle school students in class has long been a stumbling block to the normal development of rural middle school teachers' work.Classroom is the most important place for teachers to teach and students to learn.The problem behavior of students in rural middle school mathematics class is more prominent because of the abstractness and difficulty of learning mathematics subjects.Junior high school students are in a special period of semi-immature and semi-mature,prone to rebel psychology,but also easy to be affected by others.If math teachers do not properly deal with students' problem behaviors or do not properly prevent them,it will not only delay the original teaching progress,but also have a negative impact on the overall teaching effect of the class.Moreover,it will cause verbal or physical conflicts between teachers and students,which is not conducive to the growth of students.Recently,six departments,including the Ministry of Education,the Ministry of Finance and the Organization Department of the CPC Central Committee,issued the Opinions on Comprehensively Strengthening the Construction of Rural Teachers.This article also aims at strengthening the construction of rural teachers and solving the "rural phenomenon" in the new curriculum reform.The full text is divided into six parts,from many years teaching practice,the author on the basis of the predecessors,from the experience of many scholars studies with S city area A teachers and students as the research object,using literature research analysis of the current scholars on the issue of the research content and arrange,adopt to the questionnaire to the teacher and the student to carry on the questionnaire survey research region,After collecting questionnaires and eliminating the discarded papers,the questionnaire information was statistically analyzed to understand the status quo of introverted and extroverted rural junior middle school math classroom problem behaviors,to understand how students and teachers make attributions to math classroom problem behaviors and how teachers deal with different types of classroom problem behaviors.At the same time,the interview method and observation method were used to conduct actual observation and interview on the teachers and students who were surveyed by the questionnaire to obtain first-hand information,and the results of the questionnaire were verified.Based on the analysis of the above information,it is concluded that the current mathematics classroom problem behavior management in rural junior middle schools has several problems,such as teacher classroom management anomia,teacher classroom management emotional,school classroom management system absence,lack of students' self-discipline,and serious consequences caused by students' classroom problem behavior.Combined with interviews and classroom observations that the school attaches great importance to the does not reach the designated position,classroom management system during childbirth,the teachers' classroom management idea obsolete,rural teachers' school-based training is insufficient,lack of classroom management training,teacher's role identity of a single,left-behind students,lack of family education,teachers' classroom problem behavior management of pressures from several aspects the main reason for the problem behavior appeared in the classroom.And try to put forward from the environment,teachers,students three aspects suitable for rural junior middle school mathematics classroom problem behavior management optimization of several opinions.Only by correctly understanding,scientifically analyzing and appropriately managing problematic classroom behaviors,can teachers create a positive and pleasant classroom teaching atmosphere,so that classroom teaching can be carried out in an orderly way,and students' all-round development can be promoted,and the "rural phenomenon" of the new curriculum reform can be better solved.