A Study On The Current Situation And Countermeasures Of Classroom Problem Behaviors Of Low-level Primary School Students

Classroom is the main place for teachers to teach and students to learn.In classroom teaching,teachers hope to complete the teaching objectives on time,ensure the quality of teaching,students can get good learning results,and teachers and students have a good interaction.Good and orderly classroom is the premise and guarantee to achieve these expectations.The low-level primary school students are in the transition stage of early childhood.The learning requirements and environment have changed a lot compared with before.Students need a certain period of time to adapt to school life,so there are generally problem behaviors in the low-level classroom of primary school.Therefore,we should pay attention to the classroom problem behaviors of low-level students,how teachers should reasonably treat the classroom problem behaviors of low-level students,and how to effectively help low-level students to correct the classroom problem behaviors are worthy of discussion and research.This paper is divided into five parts.The first part is the introduction,which consists of four parts: the reason of the topic,the purpose and significance of the research,the results of the research at home and abroad,and the definition of the related concepts.The second part is the research design,which introduces the research ideas,research methods,research objects and the compilation of survey tools.The third part is based on the observation and recording of students’ classroom problem behaviors in the classroom and the results of interviews with teachers,from which the common characteristics of classroom problem behaviors of low-level students in primary schools are analyzed,and the management status of teachers is analyzed from four dimensions: the management concept,management method,management attitude and management effect.The fourth part analyzes the causes of low-level classroom management problems in primary schools from three aspects: students,teachers and schools.In the fifth part,based on the analysis of the current situation of students’ classroom problem behavior,teachers’ management,questionnaire survey,teachers’ interview and classroom observation results,it is proposed that teachers and students should formulate classroom behavior norms around "classroom problem behavior",improve teachers’ ability of organizingand managing classroom problem behavior,integrate the communication among students,families and teachers,and achieve the three goals Four management strategies are put forward to carry out school-based teaching and research activities with "classroom problem behavior management" as the core.