The Research Of Behavioral Norms Of Senior Grade Of Rural Primary School Students In Q District Of Chongqing

The Behavioral Norms of elementary students is a topic that the whole society pays close attention to and will continuously concerned about.This research aims to analyze the current situation of the Behavioral Norms of elementary students in the Q district of Chongqing,and propose the corresponding countermeasures.On the theoretical level,it is beneficial to strengthen students' social norms learning,cultivate students' individual socialization and social individualization.On the other hand,through strengthening students' behavior norms,regulating students' intramural behaviors and social behaviors,it is beneficial to mental health of teenagers.On the practical level,the rapid development of China's rural economy brings not only the improvement of regional economy,but also more thinking about primary school students' behavior.The research of this paper is helpful for the relevant departments to understand the current situation of primary and secondary school students' conduct.In this study,quantitative research and qualitative research are combined to investigate the rural senior primary and secondary school students in Q district of Chongqing by using the questionnaire which is based on The Code of Primary and Secondary School Students(2015 Revised Edition)and depth interviews with 10 front-line rural teachers.Based on the analysis and induction of the collected primary data,a conclusion is drawn:Through the exploratory analysis of the questionnaires conducted by 155 rural primary school students in Q district as the prediction sample and the questionnaires confirmatory factor analysis of 520 rural primary school students in the district,the scale includes nine dimensions of ‘the new Code'.Among them,the internal consistency reliability of each dimension is between 0.61 and 0.78,and the internal consistency of the whole questionnaire is 0.91.Confirmatory factor analysis shows that the model fits very well among the nine dimensions.The results of the questionnaire show that the students' ‘be friendly' and ‘learning' behavioral norms are lower.There are significant differences in the students' behavioral norms in terms of gender,grade level,whether the group leader,whether class teacher is a Chinese language teacher,etc.,and the dimension of safety behavior is significantly different in different family types: girls' behavioral norms are significantly higher than boys' and sixth grades.The student's code of conduct is significantly higher than that of the fifth-grade student,the student's code of conduct of the ‘group leader' is significantly higher than that of the ‘not the group leader',and the ‘class teacher is the Chinese language teacher' has a significantly higher code of conduct than the ‘class teacher is not a Chinese language teacher'.Through regression analysis,the students whose family members are composed of ‘mother,student,old man,others' have the highest average value in the ‘security' dimension,and the family members are composed of ‘dad,mother,student,old man,others' as the lowest.The results of t interview show that the overall behavior of primary school students in this district is better,and this result is consistent with the results of the questionnaire survey.However,each class has a small number of classmates whose behavioral norms are missing,and they are not long enough to be corrected.This part focuses on learning behavioral norms,friendly behavioral norms,and civilized behavioral norms.Through questionnaires and interviews,it is shown that the daily behavior of primary school students needs to be promoted by parents,schools and teachers,mainly focusing on the cultivation of students' ‘learning' ‘friendly' and ‘civilized' behavioral norms.Specifically,it is necessary to pay attention to the cultivation of students' learning behavior norms,to cultivate students' friendly behaviors in various forms,and to incorporate students' norms of civilized behavior into daily teaching.