Research On Junior Middle School Students’ Mathematics Classroom Behavior

Under the current "double reduction" policy,it is required to strengthen the role of school education,vigorously improve the quality of school education and teaching,ensure that students learn well in school,and promote students’ all-round development and healthy growth.Therefore,improving the quality of education and teaching has become an important task for teachers.However,students’ classroom behavior will affect the quality of education and teaching.Students’ classroom learning behavior can ensure teachers’ teaching quality,but students’ classroom problem behavior will reduce teachers’ teaching quality.If teachers do not pay attention to and intervene in the classroom problem behaviors of students,such as chatting,being late,passing notes and so on,it will not only affect the learning of other students,but also reduce the teaching quality of teachers.Moreover,there are still many classroom problem behaviors in the current junior middle school mathematics classroom,and there are still some problems to be solved in intervening students’ classroom problem behaviors.In addition,there are few studies on junior middle school students’ mathematics classroom behaviors.Therefore,it is necessary to further understand the current situation of junior middle school students’ classroom learning behavior and classroom problem behavior and the causes of classroom problem behavior,so as to better intervene students’ classroom problem behavior,reduce the incidence of classroom problem behavior and improve the quality of mathematics classroom teaching in junior middle school.Therefore,this study adopts the methods of literature research,classroom observation,video analysis,questionnaire and interview.In order to better understand the current situation of junior middle school students’ mathematics classroom behavior,this study compiled the questionnaire of junior middle school students’ mathematics classroom behavior with reference to the existing questionnaire and combined with the classroom observation of students’ main classroom behavior.In order to further understand students’ mathematics classroom behavior,this study refers to Liu Qinglin’s "observation scale of chemistry classroom learning behavior of senior high school students",and repeatedly modifies the "observation scale of mathematics classroom behavior of junior middle school students" used in this study according to the nature of mathematics and the current situation of students’ classroom behavior,and selects three excellent students,middle students and difficult students in a class of grade one of junior middle school for classroom observation.Finally,through the classroom observation data,this paper analyzes the classroom learning behavior and classroom problem behavior of top students,middle students and difficult students in the same classroom and different classrooms,and analyzes the correlation between the classroom behavior of top students,middle students and difficult students through chi square test.The conclusions of this study are as follows:(1)There are very significant differences in classroom learning behavior among top students,middle students and difficult students.The incidence of classroom learning behavior of top students is higher than that of middle students and difficult students,and the incidence of classroom learning behavior of middle students is higher than that of difficult students.(2)There are differences in classroom problem behaviors among top students,middle students and difficult students.The incidence of classroom problem behavior of difficult students is higher than that of excellent students and middle students,and the incidence of classroom problem behavior of middle students is higher than that of excellent students.(3)There are great differences in classroom behavior among top students,middle students and difficult students in the same class.The classroom behavior similarity of top students is high.There are some differences and similarities in the classroom behavior between middle school students and difficult students.(4)The incidence of nonverbal behavior of junior middle school students in mathematics classroom is higher than that of verbal behavior.In order to deeply understand the causes of classroom problem behavior of junior one students in mathematics classroom,nine students and their mathematics teachers were interviewed.According to the interview results,this paper analyzes the causes of classroom problem behavior of junior high school students.The classroom observation scale II and three rounds of intervention measures were used to intervene the classroom problem behaviors of 3 middle school students and 3 difficult students.The first round of intervention is to let students know and prevent classroom problem behavior.It mainly intervenes through two ways: carrying out thematic class meetings and formulating mathematics classroom rules.The second round of intervention measures were carried out after understanding the reasons according to the interview,mainly through three ways: reviewing the classroom rules,group cooperation management and teaching students according to their aptitude.The third round is mainly through teachers’ use of verbal and nonverbal behavior in the classroom to timely terminate students’ classroom problem behavior,and through parent interview and student interview.Since this study has achieved good results in the intervention process,corresponding suggestions are put forward for junior middle school mathematics teachers: carry out theme class meetings to improve students’ self-awareness ability;Establish classroom rules and improve the efficiency of classroom management;Implement group cooperation management to promote the harmonious development of classes;Teach students according to their aptitude and pay attention to the differential development of students;Using language and non language to stop classroom problem behavior;Timely communication,school and family education.