本文選題：小學高年級學生 + 課堂行為��； 參考：《廣州大學》2017年碩士論文

【摘要】：小學生進入高年級后,隨著自我意識增強,出現(xiàn)逆反心理。教師在課堂管理中遇到不少問題,尤其是學生的課堂問題行為越來越明顯。這不僅影響了學生自身的學習,也影響了教師的正常教學和班級學習。因此,通過課堂行為,引導學生進行自我管理,培養(yǎng)學生自我管理能力,顯得尤為重要。通過分析研究國內外課堂行為和學生自主能力培養(yǎng)的已有成果和相關理論,發(fā)現(xiàn)當前通過課堂行為培養(yǎng)小學生自主能力的實證研究缺乏。在文獻分析的理論指導下,通過調查問卷分析高年級學生課堂行為的現(xiàn)狀和存在原因,提出培養(yǎng)小學高年級學生課堂行為自我管理能力的策略,進行實踐研究。高年級學生學習了解課堂行為后,進行課堂行為自我管理的記錄,通過教師在課堂對積極課堂行為的有效引導以及對學生自我管理能力的訓練,強化等,能有效地減少了消極的課堂行為,增加了積極的課堂行為。學生對課堂行為的認識、觀察和調控能力得到了提高,并整理歸納出高年級學生課堂行為自我管理方法。隨著學生的道德認識水平的提高,自我管理的效果越來越好。提高高年級學生的自我管理能力,需要教師轉變管理學生的觀念,信任和期待學生能進行自我管理。調整課堂管理方式,給予學生自我管理的時間和空間。教給學生自我管理的方法,引導學生總結自我管理的辦法。學生課堂行為更積極,不僅課堂紀律得到改善,增強了學生學習的主動性,激發(fā)了學生的學習興趣,而且大大地提高了學生的學習效率,提高了課堂學習的質量。此外,學生對課堂行為的自我管理,促進了教師角色的轉換,改變了教學管理策略,教師能更專注于課堂內容的教學,教學效果好,師生關系友好平等,課堂氣氛更活躍和諧。為改進小學高年級課堂管理,提高育人質量,提高學生自我管理能力,提供借鑒與參考。
[Abstract]:After the pupils entered the higher grade, with the self-awareness increased, there was reverse psychology. Teachers encounter a lot of problems in classroom management, especially students' behavior of classroom problems is becoming more and more obvious. This not only affects students' own learning, but also affects teachers' normal teaching and class learning. Therefore, it is very important to guide students to manage themselves and cultivate students' ability of self-management through classroom behavior. By analyzing the existing achievements and relevant theories of classroom behavior and students' autonomous ability training at home and abroad, it is found that there is a lack of empirical research on how to cultivate pupils' autonomous ability through classroom behavior. Under the guidance of the theory of literature analysis, this paper analyzes the present situation and the existing reasons of classroom behavior of senior students by questionnaire, and puts forward the strategies of cultivating the self-management ability of classroom behavior of senior students in primary school, and carries on the practical research. After learning about the classroom behavior, the senior students record the classroom behavior self-management, and strengthen the students' self-management ability through the effective guidance of the teacher in the classroom and the training of the students' self-management ability, etc. It can effectively reduce negative classroom behavior and increase positive classroom behavior. The students' ability to understand, observe and control classroom behavior has been improved, and the self-management methods of classroom behavior of senior students have been summarized. With the improvement of students' moral level, the effect of self-management is getting better and better. To improve the ability of self-management of senior students, teachers need to change the concept of managing students, trust and expect students to manage themselves. Adjust classroom management to give students time and space to manage themselves. Teach students the method of self-management and guide them to sum up the methods of self-management. The students' classroom behavior is more positive, not only the classroom discipline is improved, the students' initiative in learning is enhanced, the students' interest in learning is aroused, and the students' learning efficiency is greatly improved, and the quality of classroom learning is improved. In addition, students' self-management of classroom behavior promotes the transformation of teacher's role and changes the teaching management strategy. Teachers can focus more on the teaching of classroom content. The teaching effect is good, the relationship between teachers and students is friendly and equal, and the classroom atmosphere is more active and harmonious. In order to improve the classroom management, improve the quality of education, improve students' self-management ability, provide reference and reference.
【學位授予單位】：廣州大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G622.4

【參考文獻】

相關期刊論文 前10條

1 張霞;;微反應心理學對識別學生音樂課堂行為的應用與調整對策[J];音樂時空;2016年05期

2 馬清華;;如何培養(yǎng)小學生的自我管理能力[J];吉林教育;2015年12期

3 趙冬云;;小學生學習時間自我管理能力的培養(yǎng)[J];教學與管理;2014年23期

4 張永進;;打造高效課堂,培養(yǎng)小學生自主管理能力[J];天津教育;2014年05期

5 徐健;劉良書;;小學生自我管理能力的培養(yǎng)[J];吉林教育;2013年20期

6 孫玉環(huán);;淺談小學生自主管理的引導[J];延邊教育學院學報;2013年03期

7 王慧;高西棟;;小學生自我管理能力的培養(yǎng)現(xiàn)狀及目標設定[J];內蒙古師范大學學報(教育科學版);2013年06期

8 李翠梅;;淺論小學生自主管理[J];考試周刊;2013年30期

9 徐珊珊;;小學生課堂行為自我監(jiān)控對學業(yè)成績的影響的實驗研究[J];太原城市職業(yè)技術學院學報;2012年03期

10 姚濤;;國內外課堂管理問題的研究及啟示[J];林區(qū)教學;2011年01期

相關碩士學位論文 前9條

1 邵曉文;小學高年級學生數(shù)學自主學習能力培養(yǎng)的實踐研究[D];遼寧師范大學;2014年

2 周濤;小學高年級學生課堂問題行為及對策研究[D];山東師范大學;2013年

3 張肖華;小學課堂管理存在的問題及對策研究[D];魯東大學;2013年

4 魏玉萍;小學生課堂注意力分散及其干預研究[D];魯東大學;2013年

5 王風超;小學生自主能力的培養(yǎng)機制研究[D];華東師范大學;2011年

6 龐妮;沉默與表達：學生課堂行為研究[D];廣西師范大學;2011年

7 郎曉葉;高年級小學生課堂問題行為及應對策略研究[D];遼寧師范大學;2010年

8 閆禎;提高中小學教師課堂管理有效性的策略研究[D];西北師范大學;2009年

9 趙海燕;我國小學生自我管理能力的培養(yǎng)與研究[D];東北師范大學;2006年

，

本文編號：1980507