The Action Research Of Classroom Problem Behavior Solution In Chinese Primary HSK Classroom

This article focuses on the primary Chinese classroom for domestic students,aiming to explore ways to improve classroom behavior and improve the quality of classroom teaching.Based on the practical and critical characteristics of action research,in the action research,qualitative research is used,and the interaction of qualitative research is used to focus on the factors and causes of the students' classroom problem behaviors,and to explore whether this action research can contribute to the improvement of classroom problem behavior.According to the problem,the purpose of this study is mainly to enable teacher to interact with students,and explain the meanings of classroom problems generated by students,and take action to make corresponding improvement measures.Specifically,this article conducts classroom observations and interviews on classroom behaviors generated by 11 foreign students,mainly from the disciplined problem behavior "missing class",disturbing problem behaviors "talking in the class" and "making noisy" and concealing problem behaviors "using mobile phone" and "going away",and according to the problem behaviors produced chronological order,the article takes three rounds of action in the chronological order of the problem behavior.It is found that its,different from the ordinary teaching management methods,characteristics of the spiral cycle of action research are used to adjust the problem behaviors in a step-by-step manner from the teacher teaching method,which can effectively improve the classroom problem behavior,propose an effective classroom problem behavior management strategy for Chinese language teachers,and provide a reference for teachers to prevent and solve classroom problem behaviors.