本文選題：小學(xué)生 + 課堂　； 參考：《山東師范大學(xué)》2015年碩士論文

【摘要】：小學(xué)生課堂問(wèn)題行為在課堂教學(xué)中是一個(gè)長(zhǎng)期而廣泛存在的問(wèn)題，它伴隨著課堂教學(xué)的產(chǎn)生存在于課堂教學(xué)活動(dòng)中，是長(zhǎng)期影響課堂教學(xué)改革的主要因素之一。小學(xué)課堂是學(xué)生在學(xué)校學(xué)習(xí)知識(shí)，獲得成長(zhǎng)的主要地方，和諧有序的課堂環(huán)境不僅促進(jìn)學(xué)生的身心全面健康發(fā)展，更有利于教師在最大程度上發(fā)揮自己專業(yè)特長(zhǎng)，更好地服務(wù)地服務(wù)于每一位學(xué)生，每位教師都希望自己的課堂有序、溫馨、和諧、活潑，但是在現(xiàn)實(shí)的課堂教學(xué)活動(dòng)中課堂教學(xué)效果總是不讓人滿意。課堂問(wèn)題行為現(xiàn)象在中小學(xué)課堂教學(xué)過(guò)程中普遍存在。 在綜合國(guó)內(nèi)外已有研究的基礎(chǔ)上，本研究采用觀察研究的方法，筆者借助為期三個(gè)月的教育實(shí)習(xí)機(jī)會(huì)，在課堂中針對(duì)小學(xué)生的各種問(wèn)題行為進(jìn)行了長(zhǎng)期地、深入地觀察，抓住一切可利用的時(shí)間進(jìn)行觀察或交流，獲得更直接、真實(shí)的第一手資料。在綜合、深入、全面分析小學(xué)生課堂問(wèn)題行為原因的基礎(chǔ)之上，，提出了相應(yīng)的應(yīng)對(duì)建議，以期為教師和家長(zhǎng)在應(yīng)對(duì)學(xué)生課堂問(wèn)題行為，促進(jìn)學(xué)生身心全面發(fā)展的方面提供一定的借鑒和參考。 本研究從深化課堂教學(xué)改革的長(zhǎng)遠(yuǎn)需求、提升課堂教學(xué)效率的現(xiàn)實(shí)需求及個(gè)人興趣及發(fā)展需要三個(gè)方面論述了本研究的選題緣由；簡(jiǎn)單介紹了研究小學(xué)生課堂問(wèn)題行為在理論和實(shí)踐方面的意義及小學(xué)生課堂問(wèn)題行為的研究過(guò)程包括研究對(duì)象的確立和研究資料的收集和整理兩個(gè)方面；筆者通過(guò)搜集和整理相關(guān)的文獻(xiàn)資料，對(duì)小學(xué)生課堂問(wèn)題行為進(jìn)行了概念界定，并且從小學(xué)生課堂問(wèn)題行為的判斷標(biāo)準(zhǔn)、小學(xué)生課堂問(wèn)題行為的分類、小學(xué)生課堂問(wèn)題行為的原因、小學(xué)生課堂問(wèn)題行為的應(yīng)對(duì)策略四個(gè)方面梳理了前人的研究。研究過(guò)程中主要采用觀察法，輔以訪談法和文獻(xiàn)分析法對(duì)小學(xué)生課堂問(wèn)題行為進(jìn)行深入研究，從問(wèn)題行為的普遍性、課堂時(shí)間分布、空間排列、學(xué)生性別差異、學(xué)生類型五個(gè)方面重點(diǎn)闡述了小學(xué)生課堂問(wèn)題行為的觀察結(jié)果，在此基礎(chǔ)上，從學(xué)生自身方面的原因（包括認(rèn)知水平有限、需要關(guān)注、缺乏學(xué)習(xí)興趣等五個(gè)方面）、教師課堂教學(xué)方式、課堂管理方式、班級(jí)規(guī)模及座位排列方式四個(gè)方面分析了小學(xué)生課堂問(wèn)題行為的成因，然后從培養(yǎng)小學(xué)生的自我管理能力、運(yùn)用靈活多樣的教學(xué)方式、鼓勵(lì)學(xué)生參與制定課堂規(guī)則、及時(shí)有效糾正課堂問(wèn)題行為、合理布置課堂空間五個(gè)方面提出相關(guān)建議，為減少課堂問(wèn)題行為的發(fā)生，促進(jìn)學(xué)生身心全面健康發(fā)展提供一定的借鑒。
[Abstract]:Primary school students' classroom problem behavior is a long-term and widespread problem in classroom teaching. It is accompanied by the emergence of classroom teaching in classroom teaching activities and is one of the main factors that affect the classroom teaching reform for a long time.Primary school classroom is the main place for students to learn knowledge and gain growth in school. A harmonious and orderly classroom environment not only promotes students' overall and healthy development, but also helps teachers to give full play to their specialty.Better service for each student, each teacher wants their own classroom orderly, warm, harmonious, lively, but in the real classroom teaching effect is always not satisfactory.The phenomenon of classroom problem behavior exists generally in the process of classroom teaching in primary and secondary schools.On the basis of synthesizing the existing research at home and abroad, this study adopts the method of observation and research, and the author, with the help of the opportunity of three months of educational practice, makes a long-term, in-depth observation on the various problem behaviors of pupils in the classroom.Seize all available time to observe or communicate to obtain more direct and true first-hand information.On the basis of comprehensive, in-depth and comprehensive analysis of the causes of pupils' classroom problem behavior, this paper puts forward corresponding suggestions for teachers and parents to deal with the students' classroom problem behavior.To promote the physical and mental development of students to provide certain aspects of reference and reference.This research discusses the reasons of this research from three aspects: the long-term demand of deepening the classroom teaching reform, the realistic demand of improving classroom teaching efficiency and the personal interest and development need.This paper briefly introduces the significance of studying pupils' classroom problem behavior in theory and practice and the research process of primary school students' classroom problem behavior including the establishment of research object and the collection and arrangement of research data.By collecting and sorting out the relevant literature, the author defines the concept of classroom problem behavior of primary school students, and classifies the classroom problem behavior of primary school students according to the judgment standard of classroom problem behavior of primary school students and the classification of classroom problem behavior of primary school students.The causes of classroom problem behavior of primary school students and the coping strategies of classroom problem behavior of primary school students are reviewed in four aspects.In the course of the research, the author mainly uses the observation method, the interview method and the literature analysis method to study the classroom problem behavior of primary school students, from the universality of the problem behavior, classroom time distribution, space arrangement, gender difference of the students.On the basis of the observation results of primary school students' classroom problem behavior in five aspects of student types, the causes of students' own problems (including limited cognitive level) need to be paid close attention to.This paper analyzes the causes of pupils' classroom problem behavior from five aspects, such as the lack of interest in learning, teachers' classroom teaching methods, classroom management, class size and seating arrangement, and then develops pupils' self-management ability.Using flexible and diverse teaching methods to encourage students to participate in the formulation of classroom rules, timely and effective correction of classroom behavior, reasonable allocation of classroom space five aspects of the relevant suggestions, in order to reduce the occurrence of classroom problem behavior,To promote the physical and mental health of students to provide certain reference.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G622.4

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