Case Study And Strategy Research On Chinese Classroom Problem Behavior Of Middle School Students

The Chinese teaching of middle school students is different from that of adult.The effectiveness of teaching is not only reflected in the teaching and training of Chinese knowledge and skills,but also in effective of classroom management.In reality,many teachers,especially the new-age teachers who teach low-grade students,are not effective in organizing and managing the classroom,which leads to ineffective classroom teaching.Teachers cannot stand on the platform,seriously affect their sense of self-worth.According to the results of questionnaire and interview on student classroom misbehaviors,this paper summarizes the types,manifestations,distribution characteristics and influencing factors of student classroom misbehaviors and clarifies the role of the teacher in misbehavior management.On the basis of classroom behavior management theory,the paper analyzes the typical case of problem behavior in depth.Based on cases and classroom behavior management theory,teachers’ management strategies are put forward from the perspective of teachers’ preventive behavior and interventional behavior,and practical suggestions are put forward in the light of related research achievements and teaching experiences.We intend to help novice teacher deal with misbehaviors,provide references for teachers to improve the ability of classroom management and Control the classroom.