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Research on the High-school Pupil’s Classroom Misbehaviors and Teachers’ Strategies of Reply

Author: LiQingQing
Tutor: ZhuDeQuan
School: Southwestern University
Course: Curriculum and Pedagogy
Keywords: Classroom problem behavior Teachers coping strategies
CLC: G632.4
Type: Master's thesis
Year: 2009
Downloads: 465
Quote: 4
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Abstract


Classroom problem behavior is the behavior of the students in the school classroom showed impede effective classroom activities affect the teaching efficiency. Classroom problem behavior is very common in the actual teaching of high levels of education, it is not only teachers would seriously interfere with the normal teaching activities, but also impede the normal learning of students and others. Teachers strategies to cope with the high school students classroom problem behavior, not only directly related to the process and the efficiency of classroom teaching, will have a different impact on student psychological. At present, China is the full implementation of quality education, the implementation of the curriculum reform, improve secondary school teachers to cope with the level of student classroom behavior, and effectively improve classroom effectiveness is particularly important. For different teachers deal with the type of high school students classroom behavioral strategies, few studies, in particular, the lack of empirical research in teachers deal with classroom issues strategy of influencing factors and mechanisms influence factors and mechanisms of the system. In response to these problems, the main contents of this study is to: (1) survey of high school students in the classroom problem behavior characteristics and trends; (2) analysis of the type of high school students' classroom problem behavior and form factors; (3) study of high school teachers to classroom problems behavioral coping strategies; (4) reveals the high school teachers to cope with the impact of the strategy of the classroom problem behavior factors. In this study, a literature method, classroom problem behavior questionnaire, interview and experimental study of junior high school and high school students, teachers coping style and impact factors of the investigation and analysis of classroom problem behavior, and obtained the following conclusions: ( 1) classroom problem behavior is very common in secondary school, and the students within retreat-type problem behavior is more prominent, teachers are easy to overlook such issues; classroom problem behavior (2) high school students with behavioral, cognitive, teachers cope with the high school students of the emotional type, personality type, etc.; (3) the causes of the high school students' classroom problem behavior factors of students, teachers and environmental factors, including student factors and teacher factors greater impact on classroom problem behavior; (4) classroom problem behavior points: prestige strategies, prevention strategies, regulation strategies, corrective strategies, delay strategy; (5) teachers strategies to cope with the high school classroom problem behavior by teacher qualifications, teaching experience, cognitive, emotional, teacher-student relationship, teaching attitude and other variables; (6) teachers should have a strategy to manage different types of classroom problem behavior, at the same time to strengthen the improvement of their own quality.

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CLC: > Culture, science,education, sports > Education > Secondary education > Teaching theories,teaching methods > Teaching methods and teaching organizations
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