本文關(guān)鍵詞： 初中新教師 學(xué)生課堂問(wèn)題行為 能力提升　出處：《四川師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：初中學(xué)生課堂問(wèn)題行為是教育工作者普遍關(guān)注的教育問(wèn)題,新教師的課堂更容易出現(xiàn)學(xué)生的問(wèn)題行為。初中新教師應(yīng)對(duì)學(xué)生課堂問(wèn)題行為缺少正確應(yīng)對(duì)的知識(shí)和及時(shí)應(yīng)對(duì)的經(jīng)驗(yàn),其結(jié)果不但影響學(xué)生的學(xué)習(xí)和身心健康,還影響教師的教學(xué)質(zhì)量和新教師的成長(zhǎng)。新教師應(yīng)對(duì)學(xué)生課堂問(wèn)題行為能力是新教師課堂管理和專業(yè)成長(zhǎng)的必備素質(zhì)。新教師的課堂管理和專業(yè)成長(zhǎng)牽動(dòng)著學(xué)校領(lǐng)導(dǎo)、搭班教師、學(xué)生和學(xué)生家長(zhǎng)的心,怎樣才能提高初中新教師應(yīng)對(duì)學(xué)生課堂問(wèn)題行為的能力呢?本文綜合問(wèn)卷調(diào)查、師生訪談和課堂觀察分析了初中學(xué)生課堂問(wèn)題行為具有普遍性,主要表現(xiàn)為:開(kāi)小差、無(wú)精打采,神情疲憊、講與課堂內(nèi)容無(wú)關(guān)的話、小動(dòng)作等;引起問(wèn)題行為的原因是多元的,有新教師因素、學(xué)生因素和環(huán)境因素,環(huán)境因素包括了課堂環(huán)境、家庭環(huán)境和社會(huì)環(huán)境;初中新教師應(yīng)對(duì)學(xué)生課堂問(wèn)題行為應(yīng)對(duì)不足常見(jiàn)表現(xiàn)為感知不足和應(yīng)對(duì)不足;其原因是新教師對(duì)課堂問(wèn)題的知覺(jué)能力不足、應(yīng)對(duì)能力不足、缺少反思和探究、外部支持也不足;進(jìn)而在學(xué)生發(fā)生問(wèn)題行為原因和新教師應(yīng)對(duì)不足的原因基礎(chǔ)上探討了新教師自身提升應(yīng)對(duì)能力和外界幫助提高新教師應(yīng)對(duì)能力來(lái)解決新教師的實(shí)際困惑。本文提出的初中新教師應(yīng)對(duì)學(xué)生課堂問(wèn)題行為能力提升主要包括:新教師自身提升應(yīng)對(duì)能力方面:正確認(rèn)識(shí)學(xué)生課堂問(wèn)題行為、提高課堂教學(xué)技能、樹(shù)立新教師的權(quán)威、提高知覺(jué)問(wèn)題能力、提高應(yīng)對(duì)課堂問(wèn)題行為能力、主動(dòng)尋求外界幫助;外界幫助提高新教師應(yīng)對(duì)能力提升方面:學(xué)校建立新教師培養(yǎng)和激勵(lì)制度、建立學(xué)�！懊麕煿ぷ魇摇甭鋵�(shí)新教師指導(dǎo)、成立“新教師成長(zhǎng)共同體”相互促進(jìn)、共同進(jìn)步、構(gòu)建和諧的課堂教學(xué)環(huán)境。
[Abstract]:The classroom problem behavior of junior middle school students is an educational problem that educators are generally concerned about. The new teachers in junior middle school should lack the correct knowledge and experience to deal with the students' classroom problems. The results not only affect the students' study and physical and mental health, but also affect the students' physical and mental health. It also affects the teaching quality of teachers and the growth of new teachers. New teachers' ability to deal with students' classroom problems is the necessary quality for new teachers' classroom management and professional growth. The new teachers' classroom management and professional growth affect the school leaders. Class teachers, students and parents, how to improve the ability of new junior high school teachers to cope with students' classroom problems? This article synthesizes the questionnaire, the teacher and student interview and the classroom observation to analyze the junior middle school student classroom problem behavior to have the universality, mainly displays as follows: desertion, listless, look tired, speaks not related to the classroom content words, the small movement and so on; The causes of problem behavior are diverse, there are new teachers, students and environmental factors, environmental factors include classroom environment, family environment and social environment; The common reasons for the new teachers to cope with the problem behavior in the classroom are insufficient perception and insufficient coping, the reason is that the new teachers have insufficient perception of classroom problems, insufficient coping ability, lack of reflection and inquiry, and insufficient external support. Then, on the basis of the causes of students' behavior problems and the reasons of new teachers' coping deficiencies, this paper probes into the new teachers' ability to cope with the problem and the outside help to improve the new teachers' coping ability in order to solve the new teachers' practical puzzles. The new teachers' ability to deal with the students' classroom problems mainly includes: the new teachers' ability to improve their coping ability: the correct understanding of the students' classroom problem behavior. Improve classroom teaching skills, establish the authority of new teachers, improve the ability of perceptual problems, improve the ability to deal with classroom problems, and actively seek outside help; The outside world helps to improve the coping ability of new teachers: the school establishes a new teacher training and incentive system, establishes a school "famous teacher studio" to implement new teachers' guidance, and establishes a "new teacher growth community" to promote each other and make common progress. Construct harmonious classroom teaching environment.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G632.4

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