Action Research On Problem Behavior Intervention In Ideological And Political Class Of High School Students

The importance of quality education in today’s era is self-evident,now is to vigorously advocate the cultivation of students’ core qualities,research and understanding of students is the primary task of educators.High school students are in their early youth,their physiological changes are huge,and the study pressure brought by the college entrance examination is also very heavy.Under the influence of these two factors,high school students will inevitably show various forms of problematic behavior in class.When teachers turn a blind eye to problematic behavior in the classroom,it has a significant impact on the quality of education for high school students.The ideological and political classroom of secondary school is the main front of ideological and political education in secondary school,and classroom education is an important link to improve the quality and effectiveness of political education,complementing each other.Due to the comprehensive influence of factors such as the environment in which high school students grow up,the characteristics of mental and physical development,and the characteristics of ideological and political subjects,it is inevitable that high school students will have different problematic behaviors in politics classes.In addition,the performance characteristics of problem behavior of students in secondary school lessons are ideologically and politically different from other subjects.Therefore,how to effectively manage the classroom,reduce the frequency of problematic behavior of students in politics lessons in secondary school and improve the quality of school political learning in the classroom is the main goal and starting point of this study.The study uses a behavioral research regimen,supplemented by literature analysis,observation,questionnaires,interviews,and other methods.The first round of action studies can use prevention strategies to reduce the likelihood of overt problem behavior occurring in the classroom and reduce the incidence of overt problem behavior in ideological and political classes under rule constraints.In other words,through establishing awareness of the rules,"bias" kills problem behavior in the classroom of students in the first bud.In the classroom,due to hidden problem behaviors that teachers find difficult to observe,interesting lesson and activity guidance is used to increase students’ interest in political learning and their concentration in the class.According to the results of the first round of action,the incidence of explicit problem behavior has decreased significantly,but the incidence of implicit problem behavior has increased.According to the above problems,the second round of action adopts the classroom management strategy of prevention in advance and control in the process.In this process,the classroom rules are constantly emphasized to students,and the mode of group competition is adopted to form an internal supervision mode for students,so as to intervene in the classroom problem behaviors more effectively.After two rounds of action research,compared with before the implementation of action research,problem behaviors in ideological and political class have been effectively controlled,and the classroom atmosphere has been improved to a certain extent,which proves that the intervention strategy proposed by the action research has a certain feasibility.Finally,through the reflection of the two rounds of action research,three insights are obtained: in the process of classroom management,teachers should implement the management strategy of prevention first and stop combined;The research and management of classroom problem behavior is a long battle;Action research can effectively promote teachers’ professional growth.It is hoped that this study can provide relevant suggestions on classroom management for front-line politics teachers in high schools and provide references for subsequent researchers.