本文選題：低段小學(xué)生　切入點(diǎn)：語文　出處：《杭州師范大學(xué)》2015年碩士論文

【摘要】：關(guān)注學(xué)生的個(gè)體化差異,滿足不同學(xué)生的學(xué)習(xí)需求已成為當(dāng)前基礎(chǔ)教育改革中的重要理念。了解學(xué)生的學(xué)習(xí)需求,最主要的就是了解學(xué)生在課堂上的需求。對低段小學(xué)生的課堂問題行為特點(diǎn)以及行為發(fā)生的原因、目的進(jìn)行分析,有助于教師了解學(xué)生的課堂需求,從而更為有效的管理課堂。本研究選取低段小學(xué)生常見的16種課堂問題行為,運(yùn)用問卷調(diào)查法對其語文課堂問題行為的特點(diǎn)進(jìn)行分析,并在此基礎(chǔ)上運(yùn)用訪談法,對三種最常發(fā)生的課堂問題行為的原因和目的進(jìn)行分析,最后根據(jù)研究結(jié)果提出針對性的策略�；趯Φ投涡W(xué)生課堂問題行為的特點(diǎn)與功能分析,研究者得到以下幾點(diǎn)結(jié)論:(1)整體而言,低段小學(xué)生語文課堂問題行為發(fā)生頻率低,屬于輕度范疇。其中,最常發(fā)生的三項(xiàng)行為是:“做課堂無關(guān)的小動作”、“上課鈴響后,未進(jìn)入學(xué)習(xí)狀態(tài)”、“發(fā)呆、眼神游離”。(2)低段小學(xué)生在“間接干擾”層面發(fā)生語文課堂問題行為的頻率要高于“直接干擾”層面。就“間接干擾”層面,“做課堂無關(guān)的小動作”行為發(fā)生頻率最高,而“老師讓其同桌/小組相互討論時(shí)不參與其中”行為的發(fā)生頻率最低;就“直接干擾”層面,“與同學(xué)竊竊私語”行為的發(fā)生頻率最高,而“老師讓其回答問題/展示時(shí)拒絕”行為的發(fā)生頻率最低。(3)低段小學(xué)生語文課堂問題行為的性別差異顯著,男生發(fā)生語文課堂問題行為的頻率高于女生。在“直接干擾”層面,男生的發(fā)生頻率遠(yuǎn)遠(yuǎn)高于女生。(4)低段小學(xué)生的語文課堂問題行為發(fā)生頻率隨年級逐漸升高,但無顯著性差異。而在“直接干擾”層面上,一、三年級間學(xué)生的語文課堂問題行為有顯著性差異,三年級學(xué)生問題行為發(fā)生頻率要高于一年級學(xué)生。(5)低段小學(xué)生最常發(fā)生的三種課堂問題行為的前三種原因是:學(xué)習(xí)興趣不高(30.77%)、生理?xiàng)l件(23.07%)和任務(wù)無趣(15.38%)。訪談該類問題行為的原因時(shí),教師提及的個(gè)人因素(73.08%)多于環(huán)境因素(26.92%)。個(gè)人因素中,教師都認(rèn)為“學(xué)習(xí)興趣不高”,是學(xué)生發(fā)生此類課堂問題行為的原因。而在外部環(huán)境因素中,其認(rèn)為學(xué)習(xí)任務(wù)是引起學(xué)生發(fā)生此類課堂問題行為的最主要原因。(6)班級中最常發(fā)生的三種課堂問題行為的學(xué)生,其行為想要達(dá)到的目的主要有三種:逃避學(xué)習(xí)任務(wù)(63.16%)、獲得感官刺激(31.58%)、得到關(guān)注(5.26%)。學(xué)生以“逃避的項(xiàng)目”為行為動機(jī)的目的(63.16%)多于以“得到的好處”為行為動機(jī)的目的(36.84%)。逃避項(xiàng)目中,教師都認(rèn)為“逃避學(xué)習(xí)任務(wù)”,是學(xué)生發(fā)生此類課堂問題行為的目的。(7)面對低段小學(xué)生最常發(fā)生的三種課堂問題行為,教師采用的前三種干預(yù)方法是:提醒(26.15%)、老師批評(20%)、表揚(yáng)(18.46%)。應(yīng)對性干預(yù)方法(64.62%)多于預(yù)防性干預(yù)方法(35.38%)。教師采用的共同干預(yù)方法有6種:提醒、老師批評、表揚(yáng)、調(diào)整座位、告訴家長、下課留下。
[Abstract]:It has become an important idea in the reform of basic education to pay attention to the individualized differences of students and to meet the learning needs of different students.Understanding the needs of students, the most important is to understand the needs of students in the classroom.This paper analyzes the characteristics of classroom problem behavior and the causes and objectives of the behavior of low level primary school students, which is helpful for teachers to understand the classroom needs of students and to manage the classroom more effectively.In this study, 16 common classroom problem behaviors of low level pupils were selected, and the characteristics of Chinese classroom problem behaviors were analyzed by questionnaire, and on the basis of this, interviews were used.This paper analyzes the causes and purposes of the three most common classroom problem behaviors, and finally puts forward targeted strategies according to the results of the research.Based on the analysis of the characteristics and functions of the classroom problem behavior of the low level primary school students, the researcher draws the following conclusions: 1) overall, the Chinese classroom problem behavior of the low level primary school students has a low frequency and belongs to a mild category.Among them, the three most common behaviors are: "do little things that have nothing to do with the classroom", "when the bell rings, you are not in a state of study", "be dazed,"The frequency of Chinese classroom problem behavior in the "indirect interference" level was higher than that in the "direct interference" level.At the level of "indirect interference", the "do nothing in class" behavior occurs most frequently, while "teachers do not participate in each other's desk / group discussions" occurs the least frequently; at the "direct interference" level,The frequency of "whispering with classmates" was the highest, while that of "teacher asked them to answer questions / refuse to display" was the lowest.The frequency of problem behavior in Chinese classroom for boys is higher than that for girls.At the level of "direct interference", the frequency of occurrence of Chinese classroom problems among boys is much higher than that of girls.At the level of "direct interference", there are significant differences in the behavior of Chinese classroom problems between the first and third grade students.The first three causes of the three most common classroom problem behaviors of the students in the third grade are: low interest in learning 30.7777, physiological conditions 23.07) and tasks uninteresting 15.38.When interviewing the reasons of this kind of problem behavior, the teacher mentioned personal factors (73.08) more than environmental factors (26.92%).Among personal factors, teachers think that low interest in learning is the cause of students' classroom problems.Among the external environmental factors, they think that the learning task is the most important reason for causing the students to have this kind of classroom problem behavior, which is the most common three kinds of classroom problem behavior in the class.There are three main aims of behavior: avoiding learning task 63.16, getting sensory stimulation 31.58 and getting attention 5.26.The purpose of students' behavior motivation is "escape item" (63.16) than "gain benefit" (36.84a).In the escape project, teachers all think that "avoiding the learning task" is the goal for students to take part in this kind of classroom problem behavior.) in the face of the three kinds of classroom problem behavior most frequently occurring in the low level primary school students, teachers think that "avoiding the learning task" is the most common behavior.The first three intervention methods used by teachers are to remind them 26.15, to criticize them and to praise them 18.46.Coping intervention (64.62) was more than prophylactic intervention (35.38).Teachers use six common intervention methods: reminder, teacher criticism, praise, adjust their seats, tell parents, stay after class.
【學(xué)位授予單位】：杭州師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G623.2

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本文編號：1715975