低段小学生课堂问题行为的特点及其功能评估研究

发布时间：2018-04-05 18:39

本文选题：低段小学生　切入点：语文　出处：《杭州师范大学》2015年硕士论文

【摘要】：关注学生的个体化差异,满足不同学生的学习需求已成为当前基础教育改革中的重要理念。了解学生的学习需求,最主要的就是了解学生在课堂上的需求。对低段小学生的课堂问题行为特点以及行为发生的原因、目的进行分析,有助于教师了解学生的课堂需求,从而更为有效的管理课堂。本研究选取低段小学生常见的16种课堂问题行为,运用问卷调查法对其语文课堂问题行为的特点进行分析,并在此基础上运用访谈法,对三种最常发生的课堂问题行为的原因和目的进行分析,最后根据研究结果提出针对性的策略。基于对低段小学生课堂问题行为的特点与功能分析,研究者得到以下几点结论:(1)整体而言,低段小学生语文课堂问题行为发生频率低,属于轻度范畴。其中,最常发生的三项行为是:“做课堂无关的小动作”、“上课铃响后,未进入学习状态”、“发呆、眼神游离”。(2)低段小学生在“间接干扰”层面发生语文课堂问题行为的频率要高于“直接干扰”层面。就“间接干扰”层面,“做课堂无关的小动作”行为发生频率最高,而“老师让其同桌/小组相互讨论时不参与其中”行为的发生频率最低;就“直接干扰”层面,“与同学窃窃私语”行为的发生频率最高,而“老师让其回答问题/展示时拒绝”行为的发生频率最低。(3)低段小学生语文课堂问题行为的性别差异显著,男生发生语文课堂问题行为的频率高于女生。在“直接干扰”层面,男生的发生频率远远高于女生。(4)低段小学生的语文课堂问题行为发生频率随年级逐渐升高,但无显著性差异。而在“直接干扰”层面上,一、三年级间学生的语文课堂问题行为有显著性差异,三年级学生问题行为发生频率要高于一年级学生。(5)低段小学生最常发生的三种课堂问题行为的前三种原因是:学习兴趣不高(30.77%)、生理条件(23.07%)和任务无趣(15.38%)。访谈该类问题行为的原因时,教师提及的个人因素(73.08%)多于环境因素(26.92%)。个人因素中,教师都认为“学习兴趣不高”,是学生发生此类课堂问题行为的原因。而在外部环境因素中,其认为学习任务是引起学生发生此类课堂问题行为的最主要原因。(6)班级中最常发生的三种课堂问题行为的学生,其行为想要达到的目的主要有三种:逃避学习任务(63.16%)、获得感官刺激(31.58%)、得到关注(5.26%)。学生以“逃避的项目”为行为动机的目的(63.16%)多于以“得到的好处”为行为动机的目的(36.84%)。逃避项目中,教师都认为“逃避学习任务”,是学生发生此类课堂问题行为的目的。(7)面对低段小学生最常发生的三种课堂问题行为,教师采用的前三种干预方法是:提醒(26.15%)、老师批评(20%)、表扬(18.46%)。应对性干预方法(64.62%)多于预防性干预方法(35.38%)。教师采用的共同干预方法有6种:提醒、老师批评、表扬、调整座位、告诉家长、下课留下。
[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.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.2

【参考文献】