小学大班额教学中学生课堂问题行为研究

发布时间：2018-05-26 15:59

  本文选题：课堂问题行为 + 小学生　； 参考：《山东师范大学》2016年硕士论文

【摘要】：随着我国城镇化水平的提高,人口流动的加剧,城镇学校的规模不断扩大。全国各地出现了很多超级学校,于此同时,班级规模也在不断扩大。小学生在课堂中难免发生问题行为,在大班额教学的环境下,学生的课堂问题行为明显增多。这不但给学生的学习、成长带来不利影响,而且给教师的教育教学工作带来诸多困扰。首先查阅相关资料,了解了国内外关于班级规模以及学生课堂问题行为的已有研究情况。在学习借鉴已有研究的基础之上,利用教育实习的机会,深入小学课堂进行实际观察,并和任教教师进行访谈,了解了小学生发生课堂问题行为的相关情况,并提出了相关建议。研究发现,大班额环境下的小学生的课堂问题行为具有普遍性和差异性。小学生在课堂上极易发生课堂问题行为,走神、小声说话和做小动作发生次数最多,看课外书、接话茬、起哄和做其他学科作业次之,离开座位走动、与老师顶嘴、睡觉和迟到发生得最少。小学生的问题行为在学段、性别、时段和学习成绩上有所差异。低年级学生比高年级学生更容易发生问题行为,男生比女生更容易发生问题行为,在上课后的20分钟以后最容易发生课堂问题行为,学困生比成绩好的学生更容易发生课堂问行为。小学生课堂问题行为的产生受学生自身、教师和环境等方面的影响。学生的学习兴趣不足、学习习惯不良等会导致课堂问题行为的发生。同时,教师的教学方式单一和管理不当也会使学生发生问题行为。学校班级规模过大、家庭教育的缺失以及大众传媒的误导对学生产生的潜移默化的影响,也导致学生问题行为的发生。减少学生的课堂问题行为,需要从不同方面入手,需要学校、家庭、社会的共同努力,形成良好的教育合力。除了要减小班级规模,减轻大班额教学负担之外,学校也需要营造良好的学习环境,设置教学助手。教师需要科学民主化地管理班级,采用多种教学方式,预防并及时处理学生的课堂问题行为。同时,更需要加强学校与社会、家庭的联系,共同促进学生的成长。
[Abstract]:With the development of urbanization and population flow, the scale of urban schools is expanding. There are many super schools all over the country, at the same time, the class size is expanding. It is inevitable for pupils to have problem behavior in class. In the environment of large class teaching, students' classroom problem behavior increases obviously. This not only brings unfavorable influence to students' learning and growth, but also brings many troubles to teachers' education and teaching. First of all, referring to the relevant materials, we know the existing research on class size and students' classroom problem behavior at home and abroad. On the basis of studying and drawing lessons from the existing research, this paper makes use of the opportunity of educational practice to carry out practical observation in primary school classroom, and interviews with teachers to understand the related situation of classroom problem behavior of primary school students. Some suggestions are put forward. The study found that the classroom problem behavior of pupils in large-class environment is universal and different. Pupils are prone to classroom problems in the classroom, mind wandering, whispering and small movements occur the most times, reading extracurricular books, picking up the conversation, coaxing and doing homework in other subjects, leaving their seats and walking around, talking back to the teacher, Sleep and lateness occur the least. Pupils' problem behavior varies in terms of learning paragraph, gender, duration and achievement. Junior students are more prone to problem behavior than senior students, boys are more likely to have problem behaviors than girls, and classroom problem behaviors are most likely to occur after 20 minutes after class. Students with learning disabilities are more likely to have classroom questioning than students with good grades. Pupils' classroom problem behavior is influenced by students themselves, teachers and environment. Students' lack of interest in learning and poor learning habits will lead to classroom behavior problems. At the same time, the single teaching method and improper management of teachers will also make students have problem behavior. Too large class size, lack of family education and misguided mass media have a subtle influence on students, which also lead to the occurrence of students' problem behavior. In order to reduce the students' classroom problem behavior, we should start from different aspects and form a good educational force through the joint efforts of school, family and society. In addition to reducing the class size and reducing the burden of teaching in large classes, schools also need to create a good learning environment and set up teaching assistants. Teachers need to manage the class scientifically and democratize and adopt various teaching methods to prevent and deal with students' classroom problem behavior in time. At the same time, it is necessary to strengthen the relationship between school and society and family to promote the growth of students.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G622.4
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本文编号：1937851