Research On Problem Behavior In Mathematics Classroom Of Lower Grades In Primary Schools ——Take S Primary School In H City As An Example

Mathematics can better help students explore the laws of the objective world and make correct choices and judgments from complex information.In today’s era of deepening quality education,primary school mathematics curriculum plays a vital role.At present,the occurrence of problem behavior in mathematics classroom of lower grade in primary school is very frequent,and the performance of behavior presents the characteristics of diversity and abruptness.The occurrence of problem behavior in mathematics classroom will not only affect the teaching effect of teachers and the relationship between teachers and students,but also imperceptibly affect the physical and mental development of students.For mathematics teachers,the occurrence of classroom problem behavior has always been a major challenge in teaching.Therefore,this study takes the mathematics classroom problem behavior of the lower grade of primary school as the research object,and tries to improve the primary school mathematics teachers’ understanding of the classroom problem behavior,establish a correct educational concept,and provide operable suggestions for solving the mathematics classroom problem behavior.This study takes the lower grade mathematics teachers and students of s primary school in H city as the research object.By recording the classroom observation scale,interview content and issuing questionnaires,this study understands the current situation of problem behavior in mathematics classroom in lower grades of primary school.In the process of investigation,the author mainly uses questionnaire,supplemented by observation and interview to understand the occurrence frequency,time and behavior performance of students’ mathematics classroom problem behavior from the perspectives of subject and object,understand the views of students and mathematics teachers on each other,and master the education concept of mathematics teachers and the misunderstandings existing in the process of classroom management and education implementation.At present,the mathematics classroom problem behavior of junior primary school students is widespread,and the occurrence of mathematics classroom problem behavior of junior primary school students is predictable.From the perspective of discipline,mathematics is abstract.For low-grade primary school students,it is difficult to understand,learn and learn mathematics thoroughly.From the perspective of teachers,mathematics teachers’ awareness of reflection and learning is weak,and their understanding of the core literacy of mathematics is not enough.It is difficult to fundamentally stimulate students’ interest in mathematics and cultivate students’ mathematical thinking ability.From the perspective of students themselves,the lack of cognitive development level,psychological development characteristics and physiological development of junior students may lead to the occurrence of problem behavior in mathematics classroom.In view of the analysis and exploration of causes,combined with radical constructivism theory and meaningful learning theory,this paper analyzes the strategies of mathematics teachers to implement curriculum standards,optimize teaching plans and improve mathematics teaching skills.From the aspect of teachers,this paper analyzes the strategies for mathematics teachers to deepen their mastery of the core quality of their professional disciplines,improve their educational and scientific research ability,improve their self-awareness,strengthen their psychological quality,and improve their educational concept and classroom management concept.From the aspect of students,this paper analyzes the effective strategies to stimulate good learning habits and learning motivation.From the aspect of environment,this paper analyzes the creation of classroom psychological environment and physical environment,and the strategies of further optimization of home school cooperation,so as to better solve the problem behavior in the mathematics classroom.