1, behavior correction theory
The research on behavior correction began at the beginning of this century and was applied and developed rapidly in the 1960s. The theoretical basis of behavior correction includes four aspects: classical conditioning theory, operating conditioning theory, cognitive behavior correction theory and social learning theory. After 1980s, the development of behavior modification has been more rapid, which is not only reflected in the publication of many new magazines about children's behavior modification, but also in the convening of various academic conferences on behavior therapy. According to statistics, after 1980s, the research reports on behavior correction in various countries around the world have become the main theoretical basis for psychologists to deal with children's and adults' behavior problems. For example, about 70% of the papers on psychological and social research in the American Institute of Mental Health belong to behavior correction, and about 59% of clinical psychologists use behavior correction to deal with children's behavior problems.
At present, there are many specific methods of behavior correction, which have been recognized as an objective and scientific method and a very effective treatment technique. However, due to the limited conditions, we can't copy the behavior correction method to treat the hyperactivity behavior problems of primary school students. Our research group wants to use the theory of behavior correction and combine education to explore strategies that can effectively change or eliminate students' hyperactivity behavior, so we put forward this topic.
2. Sensory integration theory
In 1972, American clinical psychologist AyresA. J first put forward the theory of sensory integration. She believes that sensory integration means that the brain organizes and analyzes sensory information from various sensory organs of the body for many times, and then makes correct decisions to make the body act in a coordinated and effective manner. When the brain has problems in integrating sensory information, individuals cannot adapt to the environment, let alone complete complex cognitive activities. This condition is called sensory integration disorder. The common phenomena of children with sensory integration disorder are fidgeting, inattention, procrastination in doing things or homework, uncoordinated movements, bad temper, strong aggression and like to provoke others. Sensory integration training has been quite popular in developed countries such as Japan, Europe and America, and gradually realized its importance in China. Therefore, our research group wants to use sensory integration theory and combine the actual situation to explore effective methods suitable for educating and training students' hyperactivity behavior problems.
3. People-oriented concept of democratic education
Pupils are in an important stage of physical development, such as body shape, internal function, nervous system and so on. , in an important stage of learning scientific and cultural knowledge, skills and cultivating social practice ability, in an important stage of learning adaptation, learning exchange and learning cooperation. Our education and training respects every student, focuses on developing the potential of these students, enables them to get vivid, lively and harmonious development in all aspects, coordinates students' body and mind, develops students' healthy personality and cultivates a new generation, which should be the proper meaning and an important starting point for implementing quality education.
1, the theory of students' physical and mental development
People's quality includes physical quality, psychological quality and social and cultural quality. At present, due to parents' overindulgence, rich material life, poor self-awareness, dependence on others, sadness in the face of setbacks and poor psychological endurance. In addition, the lack of scientific and reasonable spiritual communication between parents and children and the adoption of improper educational countermeasures have aggravated the psychological obstacles of students' learning and put students and teachers, children and parents in a tense antagonistic relationship. While expecting parents to "understand", they rarely understand. The emergence of these problems is not a moral quality problem of students, but a psychological problem. Among them, psychological quality is at the intermediary level of human quality structure. Therefore, starting from the law of students' physical and mental development, we study students' various behaviors and explore effective ways to cultivate students' good behavior habits.
(2) Practical significance
Students with hyperactivity problems can't sit still in class, move around, look around, be absent-minded, be distracted, run in and out, make small moves, knock on the table, shake the chair, cut the eraser, make people embarrassed, tear the paper, pull the hair of their classmates ... They are like a clockwork machine that keeps running all the time, bringing endless troubles to parents, teachers and schools. Parents and teachers are eager to have good strategies to change these students' bad behaviors and make them study normally like other students. Therefore, we put forward this topic.
Second, a summary of the current production research at home and abroad
Our research group searched related websites and read many books. I found that the problem of children's hyperactivity behavior is very serious. Generally speaking, European diagnosis is strict, while American diagnosis is broad. For example, the prevalence reported by Rutter( 1976) in Britain is only 0% and 1%, while the prevalence reported by the United States is mostly between 5% and 10%. China reported the survey of school-age children in Guangzhou (1977) 1 3%, Nanjing (1981) 3,3%, and Shanghai (1983)13,4%. Hunan (1993) examined 8644 children aged 4- 16 in urban and rural areas according to DSMIII-R standard, and found that the total detection rate was 6.04%. Shanghai Mental Health Center, Shanghai Psychological Counseling Center and Shanghai Second Medical University investigated the mental health status of more than 2,400 4- 16 children in 26 units in 22 cities across the country. It was found that the detection rate of children's psychological problems in China was10,2-14,5%, of which ADHD was the first and mainly occurred.
The author tested more than 9 students in our school with CCMD-Ⅱ DSM-IV scale, and found that the detection rate of hyperactivity was 100%.
According to the data, there are many researches on children's hyperactivity behavior from the medical point of view, and there are also many pure theories. From the perspective of domestic education, the research in various places started late, and it is still in a state of fragmentation, and there are very few cases for front-line teachers to learn from and operate. From the perspective of foreign education, Germany, the United States, Japan and other countries have some experience in the education and training of ADHD students, but due to different national conditions, we can't learn from their methods.
(3) Research plan
1, the definition of connotation
The primary school students referred to in this question refer to the students in grade 1-5 of primary school.
Hyperactivity behavior refers to the behavior of primary school students, which is obviously out of proportion to their actual age and psychological and physiological development stage, and is characterized by hyperactivity, inattention, excitability, impulsiveness, willfulness and emotional instability.
Educational intervention and countermeasures: it refers to finding strategies to intervene hyperactivity behavior of primary school students from education. Through the practice and research of the subject, the research object can reduce or eliminate ADHD. Explore and study in theoretical guidance, basic principles, strategies, methods and operations, and form new educational intervention strategies. Provide operational success stories for front-line teachers.
2. Research objectives
Through the intervention of hyperactivity behavior of primary school students, this paper discusses the effective intervention ways and methods of hyperactivity behavior of primary school students to help them reduce or eliminate hyperactivity behavior obstacles and make them study and live normally.
3. Research content
(1) Theoretical guidance for intervention of hyperactivity behavior problems in primary school students.
(2) Investigation and analysis of hyperactivity behavior problems of primary school students.
(3) Intervention strategies for pupils' hyperactivity behavior problems.
Research focus: What are the causes of hyperactivity behavior problems of primary school students, why should we intervene, what is the goal of intervention, and what are the effective ways and strategies for intervention of hyperactivity behavior problems of primary school students.
(4) The content construction of the intervention process for pupils' hyperactivity problems.
A classroom teaching mode combining teaching with reform is designed. By comparing the behaviors of hyperactive students before and after, students are mainly trained to reduce or eliminate inappropriate hyperactive behaviors.
(5) Study on the operational approaches and methods of intervention for hyperactivity behavior problems of primary school students.
4. Research methods:
Preparatory stage: investigation and research are the main tasks, supplemented by literature research.
Implementation stage: behavioral research method is mainly supplemented by experiment method, case study method, observation method and practical reflection method.
Summary stage: experience summary method
2. The process of research
Preparatory cutting
(1) Consult the literature. By consulting the literature and related websites, we can understand the progress, latest research trends, problems that need to be solved urgently and the theoretical basis for carrying out this research at home and abroad.
(2) the preparation of the subject demonstration.
(3) Make a research plan, according to the actual situation of students with hyperactivity behavior problems in our school, make a research plan, design a research plan and test it.
(4) Using CCMD-IIDSM-IV scale, students with hyperactivity behavior problems can be scientifically diagnosed.
(5) Carry out current situation survey: adopt different survey methods (questionnaire survey, interview survey, etc. ), collect relevant research data, and analyze the behavior characteristics and causes of hyperactivity students in our school.
implementation phase
(1) The content construction of the intervention process for hyperactivity behavior problems of primary school students.
(2) Study on the operation methods and methods of multi-functional behavior problem intervention for primary school students.
In order to effectively intervene the hyperactivity behavior of primary school students, we should choose an effective intervention method.
Positive and negative reinforcement method, problem reinforcement method, punishment method, regression method and game method.
Home-school contact method, imitation method, situational method and various sensory training methods.
After class, individual education is mainly adopted, and one-on-one training intervention is carried out for students according to local conditions.
Summary stage
(1) Collect, analyze and sort out survey data.
(2) Writing a research report
(3) Form a case set of intervention on hyperactivity behavior problems of primary school students.
Fourth, the main problems to be solved in this topic.
The main problem to be solved in this topic is to explore educational countermeasures to interfere with hyperactivity behavior of primary school students.
The key problem to be solved is to formulate scientific intervention objectives, decompose intervention contents and formulate short-term objectives according to the actual situation of students, and fully embody the spirit of "people-oriented". The content of intervention should be purposeful and hierarchical.
Innovation and innovation
Although there are many experiences in foreign countries to intervene children's hyperactivity, they have just emerged in China, and there are few methods and cases for front-line teachers to learn from. This topic aims to form research results with strong practical guiding significance and popularization value, which is the course.