First, classroom problem behavior and its performance

Problem behavior in the classroom is the most concerned topic for teachers. The so-called problem behavior in the classroom refers to the classroom behavior that occurs in the classroom, does not meet the classroom behavior norms and teaching requirements, and avoids affecting the normal classroom order and teaching efficiency. [1] Children in early childhood have strong emotional behaviors, are easily dominated by external things and their own emotions, have poor self-control, are impulsive, and are self-centered, so the frequency of problem behaviors is much higher than that in other periods. Children's classroom problem behavior is mainly manifested in the following aspects:

The problem behavior in the classroom is the topic that teachers are most concerned about. The so-called problem behavior in the classroom refers to "the behavior that is inconsistent with the classroom behavior norms and teaching requirements and escapes from affecting the normal order of the classroom and the efficiency of classroom teaching. [1] Children's behavior in early childhood is emotional and easily influenced by external things. Their emotional control, self-control, impulsiveness and self-centeredness are strong, so the frequency of behavioral problems is much higher than that in other periods. Children's classroom behavior problems are mainly manifested in the following aspects:

Poor classroom discipline

(A) poor classroom discipline

Because children's lively waves are active, children's classes will be very "lively", and there will often be various problems of not obeying classroom discipline. For example, in the process of teachers organizing games, children who don't participate in games will fight with other children, or in the process of class, children often leave their seats and walk around in class at will. These problems of not observing classroom discipline are often encountered in classroom teaching.

Because the children's life is restless, the children's classroom will be very "lively" and there will often be various problems of not obeying classroom discipline. For example, in the process of teachers organizing games, other children and children who are not involved in the games will fight with each other, or children will often leave their seats during the teaching process. Walk freely in class. These problems of not observing classroom discipline are often encountered in classroom teaching.

lack of concentration

(B) distraction

The problem of inattention is mainly manifested in thinking desertion, small gestures, reading extracurricular books and scribbling on books. This is because children's attention is unstable and persistent, especially when they are easily attracted by other things, it is difficult to keep their attention focused on classroom activities. For example, if a child wears a new dress or shoes today, in the course of class, the child and the children around him often unconsciously focus on the new clothes and shoes, ignoring the teaching content of the whole class. Therefore, children's inattention is not only a very common problem, but also an unavoidable problem.

Attention is the main problem in dreaming, playing tricks, reading and doodling. This is because children are unstable and persistent, especially easily attracted by other things, so it is difficult to keep their attention focused on classroom activities. For example, a small partner wears a new dress or a pair of shoes today. In the course of class, this small partner and the surrounding small partners often unconsciously focus on the new clothes and shoes, ignoring the teaching content of the whole class. Therefore, it is not only a very common problem that children can't concentrate in class, but also a difficult problem to avoid.

(C) lack of learning motivation, negative classroom attitude

(C) lack of motivation to learn, negative attitude towards the class

In the preschool class, many children have the problem of insufficient learning motivation. Among them, some children come to class because they don't like this course, are influenced by their parents' will and lack enough interest; Some children are rejected by their parents and teachers because of their poor academic performance, feel inferior, lose interest in learning and even have resistance. No matter what the reason, such children usually show a passive state in the process of class, which is characterized by carelessness, lack of preparation before class and forgetfulness.

In children's class, many children have the problem of lack of learning motivation. Among them, some children come to class because they don't like this course, so they lack enough interest; Some children's inferiority complex is aggravated because their academic performance is not ideal, and because their parents and teachers don't like it, they lose interest in learning and even have resentment. Whatever the reason, this kind of friend usually shows a passive state in the course of class, which is manifested in carelessness in class, unprepared before class and forgetfulness.

Second, the causes of classroom problem behavior analysis

Second, the analysis of the causes of classroom behavior problems

Every classroom problem behavior always hides a certain reason. Only by finding these reasons can we eliminate classroom problem behavior, improve classroom order and create a good classroom environment. Students' classroom problem behavior mainly has the following reasons:

Every classroom problem behavior always hides certain reasons. Only by finding these reasons can we eliminate the problem behavior in the classroom, improve the classroom order and create a good classroom environment. There are several reasons for students' classroom behavior problems:

(A) the particularity of children's physical and mental development

(A) children's special physical and mental development

In early childhood, children's physiological function is in the process of growth and development, and children's psychology is also in the sensitive period of development. Under the normal living environment and educational conditions, children in early childhood have completely different characteristics from their age groups. From the physiological characteristics, the child's nervous system is not fully developed, and the cerebral cortex has poor inhibitory ability. It is difficult to concentrate on one or two monotonous activities for a long time, let alone pay attention to the teacher's lectures for a long time. Secondly, from the psychological characteristics of children, children are active, playful, curious, talkative and have a wide range of interests, and their attention is easily distracted by irrelevant stimulus characteristics (novelty, novelty, activity, strong contrast, etc.). Moreover, because children are active and lack the ability to control their own behavior, it is easy for them to quarrel, cry and even collide with each other.

In early childhood, children's physiological function is in the growth and development process of children's psychological development, and it is also in a sensitive period. Under the normal living environment and educational conditions, children in early childhood have very different age characteristics. From the physiological characteristics, children's nervous system is not fully developed, and the inhibition ability of cerebral cortex is very poor. It is difficult to concentrate on one or two monotonous forms for a long time, and it is even more difficult to concentrate on the teacher's lectures for a long time. Secondly, from the psychological characteristics of children, children are active, playful, inquisitive, talkative, interested in a wide range, and pay attention to the characteristics that have nothing to do with stimulation (novelty, activity, strong contrast, etc.). ) to attract attention. Because of the child's ADHD, he lacks control over his behavior. Therefore, children are prone to quarreling, crying and even physical collision.

(b) Children's need for attention

(B) Children need attention

It is human nature to need the attention of others all the time, and the demand of children in this respect is much greater than that of people of other ages. In the practice of children's English teaching, the activity of children's classroom is far greater than that of children's class and young children's class. Every child naturally wants to be the center of the classroom and get the attention of teachers and other children. Children in the classroom will also attract the attention of other students and teachers in various ways. Children who study well will gain the appreciation of other students and teachers with their academic success; However, lively and naughty children, in addition to learning, will gain the attention of others by being funny and naughty. If these children lose the attention of others, they often express their unhappiness through the implementation of classroom problem behavior, hoping to get the attention of teachers and classmates. This kind of attention, even if it is negative, is better than the result of ignoring one's own existence.

It is human nature to get the attention of others, and the demand of children in this respect is far greater than that of other age groups. In the practice of children's English teaching, the activity of children's classroom is far greater than that of children and teenagers. Every child wants to be the center of the classroom in essence in order to get the attention of teachers and other children. Children in the classroom will also lead to other students and teachers in various ways. If a child studies well, his academic achievements will be appreciated by other students and teachers; Lively and naughty children will get the attention of funny monkeys outside others' study. Once these children lose people's attention, they often express their inner unhappiness by implementing classroom problem behavior and beg for the attention of teachers and students. This kind of attention, even if it is negative, is better than the result of ignoring one's own existence.

(C) The problem behavior caused by the contradiction between children's cognitive level and classroom teaching content

(C) the contradiction between children's cognitive level and classroom teaching content

Every teacher will encounter such a problem in class, that is, the cognitive level of each child is different. Take children's English learning as an example. Some children may still be at the stage of knowing ABC English words, but some children have been able to know some simple daily words, and some children have even been able to have simple English conversations. In the face of these children with different progress, it is difficult for teachers to provide each child with appropriate teaching content and teaching materials, and they don't know how to choose appropriate teaching methods.

Every teacher in the classroom will encounter such a problem that each child's cognitive level is different. Taking children's English learning as an example, some children may still stay in the ABC stage of knowing English words, some children must know some simple words in daily life, and even some children can have simple English conversations. Faced with these children with different progress, it is difficult for teachers to provide each child with appropriate teaching content and materials, and they don't know how to choose appropriate teaching methods.