A Study On The Cultivation Of Pupils’ Regular Behavior

Rule education is one of the important contents of our civic education,and it is also an important link of school moral education.In2010,the Outline of the National Plan for Medium and Long-term Education Reform and Development clearly pointed out that moral education should be given priority.Attach importance to cultivating students’ moral education.Strengthen the education of civic consciousness and cultivate qualified socialist citizens ".Primary school is a crucial period of rule education for students,and also an important period for the basic formation of students’ rule behavior.Based on the theory of symbolic interaction,this paper studies the whole process of the formation of primary school students’ rule behavior,analyzes the existing problems in teachers’ rule education and training of students,explores the reasons that affect the formation of primary school students’ good rule behavior and puts forward corresponding countermeasures.This paper mainly includes five parts.The first part is the introduction,which expounds the research background and significance of this study,clarifies related concepts,collates and evaluates related literature,and finally introduces the research ideas,research objects and research methods of this study.The second part is the definition of basic concepts and theoretical basis,the concept of the important keywords used in this research and explain the relevant theories used in this research.The third part is to study the process of regular behavior cultivation of primary school students.The fourth part analyzes the problems existing in the training of regular behavior by teachers.The fifth part,based on the theory of symbolic interaction,makes a deep analysis of the causes of the problems in the process of cultivating students to form good regular behavior.In the last part,it puts forward the practice path of promoting the formation of good regular behavior of primary school students.Through the research,it is found that the whole process of regular behavior cultivation of primary and secondary school students includes the stage of irregular behavior,in which primary and secondary school students have not formed regular behavior.The gradual development stage of rule behavior of primary school students,that is,the interactive process of rule education between teachers and students,the purpose of teacher’s rule education to primary school students,and the content,method and evaluation of school’s rule education to primary school students.Finally,through the data collection and analysis of observation and interview,it can be found that some primary school students have finally formed good regular behavior,and some primary school students have not formed good regular behavior.Through the observation and understanding of the training process of primary school students’ rule behavior,it can be found that the purpose of teachers’ rule education to students is wrong,and the content of rule education is not comprehensive and biased.The traditional way of regular education can not attract students’ interest in learning;The evaluation of teacher rule education is simple,emphasizing the result and neglecting the process;Teachers only pay attention to students’ rule behavior,ignoring students’ emotional identification of rules;These problems affect the formation of good regular behavior of pupils.Through research,the reasons for the problems were found to be “Work”,The profit educational view leads to the lack of the function of regular education;Teachers have improper self-role cognition;Lack of equal interaction between teachers and students;There are differences in the understanding of interactive symbols between teachers and students.Therefore,the paper puts forward the practical path of promoting the formation of good rule behavior of primary school students: changing the teacher’s rule education concept;Improve the professional quality of teachers;Strengthen equal communication and interaction between teachers and students;Regulate interpersonal relationship,reduce teacher-student conflict;Create a variety of teaching symbols to promote the realization of symbolic meaning.