Problem Behavior Analysis And Countermeasure Research In The Information Technology Classroom Learning Of Secondary Vocational Students

Students' problematic behavior in classroom learning is a chronic disease of classroom teaching,which seriously affects the efficiency and quality of teaching.Because of the objective influence of students,secondary vocational students have become the "spokesperson" of problem behaviors.The problem has not been well solved because of the inadequacy of secondary vocational teachers' ability to manage students' behavior problems in classroom learning.There is a long way to go to study the problem behavior of secondary vocational students in classroom learning.Under the macro background of vigorously constructing education modernization and modern vocational education system,the subject of information technology in secondary vocational schools has received more attention,but there is still an obvious deficiency in the study of students' problem behaviors in classroom learning.Therefore,it is of far-reaching significance and value to study the problem behavior of secondary vocational students in information technology classroom learning.Based on the review of domestic and foreign researches on classroom problem behavior,this study constructs a classification standard for classroom problem behavior applicable to information technology subject according to the different interaction objects,namely "human-human interaction","human-self interaction" and"human-computer interaction" three types of classroom problem behavior.Taking Class J of X School in Beijing as the research object,this paper adopts the observation method and interview survey method to observe and record the information technology class of this class for 30 class hours,and conducts interviews with the teachers and students of Class C to deeply investigate the status quo and causes of problem behaviors of secondary vocational students in information technology class learning.In general,the "human-human interaction" and "human-computer interaction" problem behaviors in secondary vocational information technology classes show a significant upward trend,while the "human-self interaction" problem behaviors in the classroom show a small downward trend.These changes fully show that the problem behavior of secondary vocational students in information technology classroom learning has the characteristics of The Times,development and change,and the large number of "human-machine interaction" class problem behavior,fully demonstrates the uniqueness of secondary vocational information technology classroom.Furthermore,the chi-square test was carried out on 8294 pieces of observed data and the analysis of the interview results between teachers and students showed that the problem behaviors of secondary vocational school students in information technology classroom learning originated from multiple factors.First of all,in the implementation of the "secondary vocational school information technology curriculum standards" and update the information technology teaching hardware equipment,secondary vocational schools lag behind.Secondly,secondary vocational information technology teachers do not well follow the "people-oriented" education concept,teaching design and difficulty control are not based on the interests and needs of students,and the negative student view also restricts the establishment of teacher-student relationship.Finally,as the main body of classroom teaching,secondary vocational students not only lack the sense of "ownership",but also lack of intrinsic learning motivation for information technology.At the same time,teaching environment,curriculum type and other objective factors also have a comprehensive impact on the problem behavior performance of secondary vocational students in information technology classroom learning.Based on the above reasons,this study tries to put forward the following strategies from three levels:macro,meso and micro,in order to effectively reduce the problem behaviors of secondary vocational students in information technology classroom learning:Accelerate the implementation of the"secondary vocational school information technology curriculum standards" and secondary vocational information technology teachers after the training system,comprehensive promotion of secondary vocational information technology subject"soft power" and "hard power",and effectively create "people-oriented" secondary vocational information technology classroom.