Research On The Problems And Countermeasures Of The Classroom Discipline Management Behavior Of Rural Primary School Teachers

Under the influence of the newly emerged educational thinking model,the classroom discipline management is also undergoing a great change,and the traditional concepts and methods that have a negative impact on students' education and development are gradually replaced.However,in the process of the reform of classroom discipline management and the actual classroom discipline management,some rural schools still adopt traditional management model.This management mode is not conducive to the development of students.In addition,a large number of young people in rural areas work in cities,which to a large extent transfers the responsibility of family education to schools,which also increases the burden of classroom education in schools.The smooth progress of classroom teaching cannot be separated from the guarantee of classroom discipline.As one of the subjects of classroom discipline management,the management behavior of classroom discipline by teachers is also an important aspect that cannot be ignored.Therefore,in order to better enable children to get a good education,how to improve the level of classroom discipline management of rural teachers has become an urgent problem to be solved in rural education.For this reason,based on previous studies,this paper adopts the theory of humanism,behaviorism,and behavior modification.By investigating a survey of 106 primary school teachers in A town of Xi 'an,with questionnaire survey,classroom observation,and interviews,it reveals that teachers there has a general level on classroom management.The characteristics of classroom discipline management and behavior of teachers are summarized by classroom observation method,which are as listed: In classroom discipline management,teachers use non-verbal acts and verbal acts together,but when they manage students' problematic classroom behaviors,verbal acts are dominant;There is a single directive imperative speech act in teachers' discipline management behavior;Ignoring the creation of classroom environment;Lack of the ability to adjust teaching content and teaching activities according to the teaching situation.Combined with the questionnaire data and classroom observation results,this paper summarizes the problems existing in the classroom discipline management behavior of rural teachers,which are as listed: There is a serious tendency of "control" and "authority" in classroom discipline management and lacks democracy;Lacking of recognition in classroom rules and order for the prestige of teachers;Frequent usage of negative language,lack of nonverbal behavior;Emotional teaching and overreaction to students' violation of discipline.This paper adopts the interview survey method to analyze the causes of the problems in classroom discipline management behavior of rural primary school teachers.Finally,combined with relevant theoretical basis,the author puts forward some countermeasures for the improvement of the problem solving from the aspects of teacher,school,student and the outside level,to promote the reform of classroom discipline management model of teachers.