Research On Problem Behavior In Undergraduate Classroom From The Perspective Of Field Theory

The quality of personnel training is an important reflection of the quality of higher education and the basis for universities to enhance their competitiveness.Classroom is the main battlefield of talent training in colleges and universities.Students’ behavior in the classroom is directly related to the quality of talent training in colleges and universities,and affects the realization of high-quality development goals of higher education in the new era.Undergraduate education is the top priority of higher education.If the quality of undergraduate education is not guaranteed,the higher education will be shaken.However,at present,there are many problematic behaviors among undergraduates in class,which not only affect their own and others’ learning efficiency,but also interfere with teachers’ classroom teaching.In the long run,it is not only unfavorable to the play of classroom education function,but also brings many negative effects on the construction of school style of learning and the output of high-quality talents.It is of practical significance and necessity to strengthen the research on the problem behavior of undergraduates in class and put forward the countermeasures.This study uses classroom observation method,questionnaire survey method,in-depth interview method and other research methods to conduct an empirical investigation on the classroom problem behavior of undergraduates in G University,to understand the overall situation of undergraduates’ problematic behavior in class,and then based on the perspective of field theory to explore the main causes of undergraduates’ problematic behavior in class,and put forward effective countermeasures to reduce the problem behavior of undergraduates in class.Through investigation,it is found that undergraduates in G University generally have various types of classroom problem behaviors,and there are differences in students’ gender,family location,major and grade.In addition,explicit unintentional classroom problem behaviors that indirectly interfere with classroom teaching are more prominent,which are mainly manifested as learning other course content in class and using mobile phones to carry out activities unrelated to classroom learning.Public elective course is a type of course with high incidence of students’ problem behavior in class.At the same time,students have cognitive deviation of problem behavior in class,and teachers lack of effective classroom management for students to a large extent.On this basis,taking the field,habitus and capital in Bourdieu’s field theory as the basic dimension,this paper analyzes the attribution of undergraduates’ classroom problem behaviors,and finds that the important influencing factors include:(1)the school field,the family field and the social field are deficient in the educational field;(2)The adverse development of teacher and student habitus in the classroom field;(3)The imbalance of classroom cultural power between teachers and students,the imbalance of supply and demand of cultural capital and the bias of students’ choice of cultural capital.In order to further reduce the problem behavior of undergraduate students in the classroom,some countermeasures are proposed from the macro level,such as constructing a good education field,improving the education effect by habitus reconstruction and promoting the return of classroom capital to rationality.