| In recent years,the issue of educational punishment has aroused widespread concern,and educational punishment is a common means of education.The Disciplinary Rules for Primary and Secondary Education(Trial Implementation)was formally implemented on March 1,2021,which provides a clear basis for teachers to implement educational disciplinary behavior in their daily teaching activities.However,in the implementation process,there are still some problems,along with the appreciation of education,happy education and other educational concepts continue to deepen,teachers punish students classroom classroom behavior problems will produce fear and abuse dilemma.Therefore,in order to better implement the fundamental task of moral education,based on the implementation of educational punishment and disciplinary art related research shows that the artistic behavior of teachers in dealing with students’ classroom problem behavior plays a key role in the growth of students,and teachers who can use educational disciplinary art to deal with students’ classroom problem behavior are more popular with students.However,the existing research pays more attention to the dilemma and outlet of educational punishment itself,and less attention to how teachers artistically deal with students’ classroom problem behavior in educational punishment.Based on the above analysis,this study uses classroom observation,questionnaire survey,in-depth interviews and other methods,taking primary school teachers as the research object,based on behaviorism learning theory,humanistic learning theory and appreciation education theory,to systematically explore the classroom problem behavior of primary school students and teachers’ coping styles.In study one,a questionnaire survey was conducted to induce the disorientation;The act of pic one’s fingers or play with something;To talk back,interrupt,or answer;Read extracurricular books or do homework on other subjects;Leave one’s seat;Six High Frequency Classroom Problem Behaviors and Eye Suggestion during Sleeping in Class;Roll call;The way of individual conversation after class;Tap on the table;Shout the class password;Through the side to give praise to these six teachers high-frequency coping style.In the second study,20 teachers from Z primary school were selected as the subjects.Each teacher was observed for two rounds of 20 minutes.Based on the Primary School Teachers’ Disciplinary Art Observation Sheet adapted by CLASS,the detailed rules of three areas and 12 secondary indicators were scored,and SPSS 23.0 was used for statistical analysis.By comparing the differences of teachers’ gender,teaching age and teaching subjects,it is found that there are significant differences in gender,teaching age and subject variables in the three major areas,and the observation scores of female and main subject teachers are higher.On this basis,in order to further deepen the study,the scores of 12 secondary indicators are analyzed as a case.On the basis of the analysis,from the two levels of teachers and students to explore the factors that affect the art of classroom discipline.The teacher level mainly displays in the behavior prevention before the discipline,the behavior way in the discipline and the behavior reconsidering after the discipline.The student level mainly displays in the classroom question behavior category and the student psychology characteristic.After analyzing the present situation and the reason,the teacher will take the implementation strategy the main body,proposed that the countermeasure includes: First,in advance prevention: Enhances the education accomplishment,faces up to the student question;Second,punishment in the matter: optimize the way of punishment to promote effective teaching;Third,after-the-fact education: to enhance the ability of reflection and reduce classroom problem behavior. |
