摘要

小學(xué)階段是人生求學(xué)的初級(jí)階段，同時(shí)也是人生求知過(guò)程中的啟蒙階段，可以說(shuō)小學(xué)階段對(duì)于人生學(xué)習(xí)觀念以及學(xué)習(xí)習(xí)慣的養(yǎng)成具有直接性的作用關(guān)系。小學(xué)義務(wù)教育作為我國(guó)教育類公共產(chǎn)品，，同時(shí)也是貫徹我國(guó)百年大計(jì)、教育為本的基礎(chǔ)實(shí)施環(huán)節(jié)；就我國(guó)小學(xué)教育整體環(huán)境而言，地方小學(xué)教學(xué)水平往往與地方經(jīng)濟(jì)水平呈現(xiàn)明顯的正相關(guān)關(guān)聯(lián)，地方經(jīng)濟(jì)較為發(fā)達(dá)的地區(qū)其地方小學(xué)教學(xué)成果相對(duì)較好，而經(jīng)濟(jì)較弱的地區(qū)相對(duì)較差；其關(guān)鍵作用點(diǎn)在于經(jīng)濟(jì)較好的地區(qū)師資力量以及教學(xué)設(shè)施等方面都相對(duì)完善。就小學(xué)教學(xué)活動(dòng)的開(kāi)展而言，課堂教學(xué)是小學(xué)教育中的主要教學(xué)形式展現(xiàn)，同時(shí)小學(xué)生課堂問(wèn)題行為也是一直以來(lái)困擾我國(guó)小學(xué)教育工作性和的一項(xiàng)重要難題。如何有效的優(yōu)化以及糾正小學(xué)生的課堂問(wèn)題行為，不僅對(duì)于學(xué)生的學(xué)習(xí)成效有著明顯的推動(dòng)，同時(shí)還對(duì)于教師正常教學(xué)活動(dòng)成效有著明顯的推動(dòng)作用。
以新課改為背景，在優(yōu)化小學(xué)生課堂問(wèn)題行為的優(yōu)化過(guò)程中，首先必須提升教師對(duì)于小學(xué)生課堂問(wèn)題行為的認(rèn)識(shí)提升，進(jìn)而通過(guò)優(yōu)化策略的推出以實(shí)現(xiàn)小學(xué)生課堂教學(xué)效率的提升。在本文的研究過(guò)程中，本文主要以TS鎮(zhèn)小學(xué)學(xué)生課堂問(wèn)題行為現(xiàn)狀為研究對(duì)象，通過(guò)對(duì)于TS鎮(zhèn)小學(xué)學(xué)生課堂問(wèn)題行為的深入分析，筆者發(fā)現(xiàn)小學(xué)生課堂問(wèn)題行為是多方面綜合因素共同導(dǎo)致的結(jié)果，其主要原因?yàn)榻虒W(xué)方式缺乏科學(xué)性、教學(xué)內(nèi)容缺乏趣味性、課堂氣氛壓抑、教學(xué)模式化嚴(yán)重、教師對(duì)于學(xué)生的課堂行為引導(dǎo)不夠等問(wèn)題，結(jié)合筆者對(duì)于相關(guān)學(xué)者研究文獻(xiàn)的搜集以及閱讀分析，同時(shí)結(jié)合自身的經(jīng)驗(yàn)，筆者對(duì)于TS鎮(zhèn)小學(xué)學(xué)生課堂問(wèn)題行為提出了相應(yīng)的改善策略，旨在推動(dòng)TS鎮(zhèn)小學(xué)課堂教學(xué)現(xiàn)狀的優(yōu)化。同時(shí)本文的研究還旨在強(qiáng)化我國(guó)其他地區(qū)小學(xué)課堂教學(xué)的重視度提升，同時(shí)對(duì)其在優(yōu)化課堂教學(xué)優(yōu)化策略的構(gòu)建上提供一定的參考建議，從而全面提升我國(guó)小學(xué)課堂教學(xué)水平的提升。
關(guān)鍵詞：小學(xué)生；課堂教學(xué)；問(wèn)題行為；優(yōu)化策略

Abstract

Primary school stage is the life study of primary stage. At the same time also is the life knowledge initiation stage in the process, it can be said that the primary stage for life learning beliefs and learning habits develop has direct relationship. Compulsory primary education as public goods of our country education, also is the implementation of China's long-term goal, education as the basis for the implementation of the link; primary school education of our country overall environment, local primary school teaching level often and local economic level presented significant positive correlation, local economy more developed regions the local primary school teaching achievement is relatively good, and the weaker areas relatively poor. On the primary school teaching development, classroom teaching is show the primary education in the main teaching form, also of pupils' classroom problem behavior is always troubled China's primary school education and an important problem. How to effectively optimize and correcting pupils' classroom problem behavior, not only for students' learning effect has a noticeable boost to, also for teachers' normal teaching effect has a significant role in promoting.
The new curriculum reform as the background, in the optimization process of optimization of pupils' classroom problem behavior. First of all, we must promote teachers to enhance understanding of pupils' classroom problem behaviors, and then through the optimization strategy is introduced to improve the efficiency of classroom teaching in primary schools. In the course of the study, this paper considers the present situation of TS town primary school students' classroom problem behavior as the research object, through in-depth analysis for the town of TS primary school students' classroom problem behaviors, the author found that the elementary classroom problem behavior is the result of many factors, the main reason for the problem of the lack of scientific teaching methods, teaching content lack of interest, classroom atmosphere, teaching mode, teachers for the serious student's classroom behavior guidance is not enough, the author for the relevant research literature and reading analysis, combined with their own experience, the author puts forward the corresponding improvement strategy for the town of TS primary school students' classroom problem behaviors, in order to promote the optimization of classroom teaching status TS the town primary school. At the same time this paper also aims to strengthen the attention in other parts of the country are the primary school classroom teaching to enhance the degree of, also to the in optimizing classroom teaching optimization strategy construction provides some suggestions for reference, thereby enhancing the overall upgrade of the level of primary school language teaching.
Keywords: primary school students; classroom teaching; problem behavior; optimization strategy
  
目錄
摘要 I
Abstract II
目錄 IV
緒論 1
（一）研究背景 1
（二）研究目的及意義 1
（三）研究方法 2
（四）研究?jī)?nèi)容 2
一、研究綜述 3
（一）相關(guān)概念界定 3
1.問(wèn)題行為 3
2.課堂問(wèn)題行為 3
3.小學(xué)生課堂問(wèn)題行為 4
（二）小學(xué)生課堂問(wèn)題行為的分類 4
（三）小學(xué)生課堂問(wèn)題行為的判斷標(biāo)準(zhǔn) 5
（四）小學(xué)生課堂問(wèn)題行為的原因 6
（五）小學(xué)生課堂問(wèn)題行為的對(duì)策 7
二、小學(xué)生課堂問(wèn)題行為現(xiàn)狀分析 8
（一）調(diào)查設(shè)計(jì) 8
1.調(diào)查目的 8
2.調(diào)查問(wèn)卷設(shè)計(jì) 8
（二）調(diào)查對(duì)象及調(diào)查實(shí)施 8
1.調(diào)查對(duì)象 8
2.調(diào)查實(shí)施 8
3.調(diào)查結(jié)果與分析 8
（二）小學(xué)生課堂問(wèn)題行為原因分析 19
1.學(xué)生方面 19
2.教師方面 20
3.環(huán)境方面 22
三、小學(xué)生課堂問(wèn)題行為應(yīng)對(duì)策略 24
（一）提倡小學(xué)創(chuàng)新課堂教學(xué)新方式 24
（二）優(yōu)化教師堂管理技能提升 25
（三）聯(lián)動(dòng)家長(zhǎng)進(jìn)行教育 27
（四）強(qiáng)化情感關(guān)系教學(xué) 28
（五）推行個(gè)性化學(xué)生課堂行為引導(dǎo)教育方案 29
（六）輔助措施 31
1.優(yōu)化學(xué)校硬件資源完善 31
2.完善課堂教學(xué)評(píng)價(jià)體系 32
參考文獻(xiàn) 34
致謝 36
附錄 37
浙江師范大學(xué)學(xué)位論文獨(dú)創(chuàng)性聲明 42
學(xué)位論文使用授權(quán)聲明 42
浙江師范大學(xué)學(xué)位論文誠(chéng)信承諾書(shū) 43
  
緒論

（一）研究背景
伴隨著現(xiàn)代經(jīng)濟(jì)的高速發(fā)展，社會(huì)對(duì)于教育的重視度也有著明顯地提升；在小學(xué)教育中，課堂問(wèn)題行為引起了相關(guān)學(xué)者以及專家的廣泛關(guān)注，同時(shí)也成為一種特殊的現(xiàn)代教育現(xiàn)象被研究。之所以稱其為特殊的現(xiàn)代教育現(xiàn)象，其主要原因是在于，當(dāng)代小學(xué)生多數(shù)都是獨(dú)生子女，進(jìn)而在家庭中受到的關(guān)愛(ài)以及呵護(hù)也相對(duì)較多，故而養(yǎng)成了學(xué)生喜歡以自我為出發(fā)點(diǎn)的一種習(xí)慣。在小學(xué)生課堂教學(xué)的過(guò)程中，由于小學(xué)生名沒(méi)有真正意義上的世界觀、認(rèn)識(shí)觀念等，故而在課堂學(xué)習(xí)的過(guò)程中，其以自我興趣為出發(fā)點(diǎn)，展現(xiàn)出了形形色色的問(wèn)題行為，不僅影響了教師教學(xué)活動(dòng)的開(kāi)展，同時(shí)也間接的降低了自身的學(xué)習(xí)成果，還可能使其養(yǎng)成一種不良的行為習(xí)慣以及身心觀念。
無(wú)論是在對(duì)于我國(guó)近些年來(lái)小學(xué)生課堂問(wèn)題行為的相關(guān)報(bào)道以及文獻(xiàn)閱讀中，還是以筆者的個(gè)人教學(xué)活動(dòng)實(shí)踐來(lái)說(shuō)，小學(xué)生的課堂問(wèn)題行為都或多或少的存在，其并不是在每一個(gè)學(xué)生身上都有展現(xiàn)，而是集中在班級(jí)內(nèi)部分學(xué)生身上。國(guó)外相關(guān)血癥做過(guò)一項(xiàng)小學(xué)生課堂實(shí)驗(yàn)觀察，據(jù)統(tǒng)計(jì)有25%-30%學(xué)生都存在一定的課堂問(wèn)題行為，其主要展現(xiàn)為：上課不專心、上課交頭接耳、坐立不安等，同時(shí)此數(shù)據(jù)就近階段展現(xiàn)呈現(xiàn)一定的上升趨勢(shì)。由此可見(jiàn)，小學(xué)生的課堂問(wèn)題行為的普遍性以及毋庸置疑，進(jìn)而優(yōu)化改善小學(xué)生課堂問(wèn)題行為的必要性也展現(xiàn)出了較強(qiáng)的迫切性。