An Investigation On Learning Behavior Of Primary Students In Classroom

Nowadays, learning how to learn is more important than knowledge itself. China has promulgated the "Basic Education Curriculum Reform Program", according to the context,the task of the basic education, in addition to impart knowledge to students, what is more important is to let the students play the subjective initiative, participate in learning, master the methods, learn to learn in the learning process. Cultivating students’ habit of learning behavior in classroom teaching, emphasizing on the guidance to students’ learning behavior, can let the student learn to learn gradually in learning. But for now, students’ learning behavior in classroom is unsatisfactory, and it will affect students’ classroom efficiency. Therefore, teachers should undertake the main responsibility to develop students’ good learning behavior as the main responsible officer and management in teaching activities. Based on the above reasons, the paper makes the pupils and teachers as the research object, carries on the statistical analysis through the sampling questionnaire survey data, reveals the present situation in primary classroom learning behavior, problems and explores the factors behind the teachers of pupils’ classroom learning behavior problems, and ultimately from the point of view the teacher as the teaching behavior in classroom practitioners and managers, put forward countermeasures and suggestions on the students’ classroom learning behavioral problems, to develop and improve the students’ good learning behavior.The statistical analysis of the questionnaire get the result that students in the classroom learning behavior is not very satisfactory. the knowledge of their cognitive learning behavior is poor; learning enthusiasm is more influenced by external factors, learning plan needs in a parent or teacher supervision, not even the habit of independent learning plans; learning ability is not high, largely dependent on the teacher, in the class notes, the teacher asked the class to write generally;about half of the students want to say but can not say, in the teacher called is to answer and so on; mutual aid and cooperation consciousness in speaking, not take the initiative to help others habits; lack of participation group activity and enthusiasm, many students are involved in the teacher’s request; through independent sample test and single factor variance analysis, pupils’ learning behavior in gender, age, location of school, in class learning, class position is different, and particularly affected the class learning level and class position; in terms of observation and interviews, students’ classroom learning behavior is impacted by classroom teaching in a great degree. The effects can be summarized into three aspects:firstly, it is the teacher’s guide that is not strong, students’ learning behavior is not positive; secondly, teachers control is not enough, the students learning environment is not good; thirdly, teachers’ supervision is inadequate, students’ autonomy is not strong.Therefore, based on the theoretical analysis and investigation, the paper puts forward some suggests to improve students’ classroom learning behavior, mainly includes five aspects:Firstly, change the idea of the different genders,"gender" education; Secondly, for grade differences, the implementation of "class" management; Thirdly, for geographical differences. The implementation of "land" management; what’s more, for the level in learning, the implementation of "layers" of management; fifthly, for the position differences in the class, the implementation of "post" management.