Abstract: At present, college students' classroom problem behaviors are diversified and occur more and more frequently, which seriously affects the accumulation of knowledge and the development of ability of college students. There are three main reasons, namely, college students' own factors, school factors and family and social factors. Finally, on the basis of analyzing the reasons, the educational countermeasures are put forward.
Keywords: classroom problem behavior; Current situation; Reason; Educational countermeasures
"Classroom problem behavior refers to the behavior that occurs in the classroom situation, violates classroom rules, hinders and interferes with the normal conduct of classroom learning activities or affects teaching efficiency and learning efficiency." Classroom problem behavior not only affects the accumulation of students' knowledge and ability, but also affects the development of their personality socialization. At present, Chinese scholars pay more attention to the classroom problem behavior of primary and secondary school students, but less attention to the classroom problem behavior of college students. Therefore, on the basis of investigating the current situation of college students' classroom problem behavior, this study systematically analyzes its causes and puts forward some countermeasures.
1 Current Situation of Class Problem Behavior of College Students
Our research group conducted classroom observation on 38 teaching activities (* * * involving 2473 people) in a university, and found the main problems as follows:
(1) College students' classroom problem behaviors are widespread. Among them, speaking in class is the most prominent problem, skipping class ranks second, reading extracurricular books ranks third, then sleeping, playing mobile phone, listening to MP3, being late, leaving early and eating snacks. See the table below for details:
(2) From the nature of the course, the class problem behavior of elective courses is the most serious, with a truancy rate of 26%, and about 74% of the students who come to class are not listening carefully; Followed by public basic courses, 33% of the total number of people speak in class, and about 70% of them violate classroom discipline to varying degrees; Finally, professional courses, classroom problem behavior rate is also nearly 50%.
(3) From a professional point of view, the incidence of classroom problem behaviors of liberal arts students is 2% higher than that of science students. The main problem of liberal arts is talking in class, accounting for about 23% of the total number, and the main problem of science is skipping classes, accounting for 19% of the total number.
(4) From the perspective of grade, the incidence of problem behavior is inversely proportional to grade. Senior three students have the most problem behaviors in the classroom, and almost 90% are busy with things unrelated to the classroom. The problem behavior of junior students ranks second, and 70% students don't listen carefully in class; The problem behavior rate of sophomores accounts for 68% of the total number; The problem behavior rate of freshmen is 60%.
2 the causes of college students' classroom problem behavior
The problem behavior in college classroom is so rampant that researchers are somewhat surprised. In interviews with some students, I learned that the main reasons are as follows.
2. 1 college students' own factors
(1) Lack of learning motivation. After ten years' efforts, the students who finally enter the university have no pressure to enter the university, no care from their parents, and no goal intermission, which makes some college students feel tired of learning. They muddle along in class, "do whatever they want", and lack aggressive fighting spirit and learning motivation, so they show disinterest and distraction in classroom learning, and various classroom problem behaviors emerge as the times require.
(2) Weak self-discipline. Some college students are not interested in their majors or courses when studying. They think that these courses are useless for their future development and psychologically exclude them. At present, college students generally lack self-discipline and self-management ability, and over time, some students will have classroom problem behaviors.
(3) Self-study-oriented learning style. The way of learning in universities is different from that in middle schools. Middle school mainly allows students to acquire knowledge through classroom teaching, while universities need students to acquire and consolidate knowledge through self-study to a great extent. There are some learning contents in universities, such as some social studies, which students can master through self-study. You can still pass the exam if you don't attend classes at ordinary times and don't surprise before the exam. This may also be one of the reasons why there are more problem behaviors in liberal arts classes than in science classes, and there are more public courses than professional courses.
2.2 School factors
(1) The professional level of some teachers is not high. First of all, some university teachers are slow to update their knowledge, and their lectures are outdated and lack a sense of the times, so it is difficult for students to devote themselves to the course. Secondly, some teachers' teaching methods are not flexible, and they always adopt the strategy of "full house irrigation". This way ignores students' learning psychology and makes the classroom lose some students' attention.
(2) The classroom teaching management is lax. The management of university classes is relatively loose, mainly because teachers or academic affairs offices occasionally check the names. Students who skip classes more than13 will be disqualified from the final exam or winning prizes, while students who don't attend classes are rarely managed and restricted.
2.3 Family and social factors
(1) There is something wrong with family education. Nowadays, college students are basically only children, and many parents love and indulge these "treasures" at home. This way is easy to develop students' self-centered and even cynical behavior patterns. They will not be serious in class, and naturally they will go their own way in class, which violates classroom discipline.
(2) The negative impact of social environment. First of all, the pressure of employment forces some students to leave the classroom and go for postgraduate study, textual research or employment. Secondly, the higher tuition fees make some students take part-time jobs outside the school, and skipping classes is sometimes inevitable. Third, the society's sense of identity with college students has decreased, and it is believed that college students now have too many shortcomings, which makes them deviate from their values more and more. College students' sense of self-identity has declined, and the trend of problem behavior in class has intensified.
3 college students' classroom problem behavior education countermeasures
3. 1 Stimulate students' learning motivation and strengthen their self-control ability.
Learning motivation is the internal motivation to promote students' learning. Some studies show that "the higher the level of students' motivation and ambition, the more energetic they are in their studies and the less problematic behaviors they have in class". Therefore, teachers should adopt novel teaching contents and flexible teaching methods in the teaching process to stimulate students' interest in learning, stimulate students' learning motivation and cultivate students' sense of accomplishment.
3.2 Improve teachers' own quality and strengthen teachers' sense of morality.
Teachers play a leading role in classroom teaching activities. Improving teachers' own quality, strengthening teachers' basic teaching skills, accumulating teaching experience, enhancing teachers' sense of responsibility and mobilizing teachers' teaching enthusiasm are important measures to improve the effectiveness of classroom teaching and overcome students' bad classroom behavior. In college classes, teachers should seriously explore various effective teaching methods, carefully prepare lessons and make multimedia courseware to improve the quality of lectures and teaching effects; Strengthen the research on the content of teaching materials, conduct pilot exploration, and seek the most suitable teaching content for the development of college students. When setting the course content, we should adhere to the guiding ideology of promoting development through activities according to modern teaching theory, strengthen the comprehensiveness and practicality of the course, maximize the participation of college students in teaching activities, and then reduce students' problem behaviors.
3.3 Change the classroom management and optimize the educational environment.
The current classroom management mode either implements classroom control through the authority of teachers, or turns a blind eye to students' problem behavior and does not interfere. Reality has proved that these two classroom management modes are ineffective for college students, and even make things worse. Only a democratic management model will make college students happy to accept it. The situation of classroom management reminds teachers that it is not enough to learn only the knowledge and skills of this subject. University teachers must further study the teaching management theory, establish the future direction for students in management, "strive for students' cooperation and support, pay attention to encouragement and encouragement in the process, and encourage students to constantly overcome various obstacles by meeting or arousing students' needs".
3.4 joint family, social factors, the formation of educational synergy.
Students' classroom problem behavior is closely related to family and society. Controlling students' classroom problem behavior is not only the responsibility of education departments and schools, but also the responsibility and obligation of families and society. Parents should not only lead by example and educate their children imperceptibly, but also actively participate in school education and cooperate with the school to educate college students on self-reliance and self-improvement at the beginning of their lives. Society should also actively participate in the education of college students' quality training, rather than just passively suppressing and criticizing college students. Therefore, when the school corrects college students' classroom problem behaviors, it needs joint family and social forces to form a joint educational effort and cultivate students' ability to consciously resist bad behaviors.
refer to
[1] Fang Shuanghu. On classroom problem behavior and its correction [J]. Contemporary Educational Science, 2004(4).29-3 1.
[2] Sun Yingjuan. A study on the influencing factors of college students' classroom problem behavior [J]. Teaching and educating people, 2005 (10): 5 1.
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