本文選題：小學(xué)高年級(jí)學(xué)生 + 課堂行為　； 參考：《廣州大學(xué)》2017年碩士論文

【摘要】：小學(xué)生進(jìn)入高年級(jí)后,隨著自我意識(shí)增強(qiáng),出現(xiàn)逆反心理。教師在課堂管理中遇到不少問(wèn)題,尤其是學(xué)生的課堂問(wèn)題行為越來(lái)越明顯。這不僅影響了學(xué)生自身的學(xué)習(xí),也影響了教師的正常教學(xué)和班級(jí)學(xué)習(xí)。因此,通過(guò)課堂行為,引導(dǎo)學(xué)生進(jìn)行自我管理,培養(yǎng)學(xué)生自我管理能力,顯得尤為重要。通過(guò)分析研究國(guó)內(nèi)外課堂行為和學(xué)生自主能力培養(yǎng)的已有成果和相關(guān)理論,發(fā)現(xiàn)當(dāng)前通過(guò)課堂行為培養(yǎng)小學(xué)生自主能力的實(shí)證研究缺乏。在文獻(xiàn)分析的理論指導(dǎo)下,通過(guò)調(diào)查問(wèn)卷分析高年級(jí)學(xué)生課堂行為的現(xiàn)狀和存在原因,提出培養(yǎng)小學(xué)高年級(jí)學(xué)生課堂行為自我管理能力的策略,進(jìn)行實(shí)踐研究。高年級(jí)學(xué)生學(xué)習(xí)了解課堂行為后,進(jìn)行課堂行為自我管理的記錄,通過(guò)教師在課堂對(duì)積極課堂行為的有效引導(dǎo)以及對(duì)學(xué)生自我管理能力的訓(xùn)練,強(qiáng)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(xué)生對(duì)課堂行為的認(rèn)識(shí)、觀察和調(diào)控能力得到了提高,并整理歸納出高年級(jí)學(xué)生課堂行為自我管理方法。隨著學(xué)生的道德認(rèn)識(shí)水平的提高,自我管理的效果越來(lái)越好。提高高年級(jí)學(xué)生的自我管理能力,需要教師轉(zhuǎn)變管理學(xué)生的觀念,信任和期待學(xué)生能進(jìn)行自我管理。調(diào)整課堂管理方式,給予學(xué)生自我管理的時(shí)間和空間。教給學(xué)生自我管理的方法,引導(dǎo)學(xué)生總結(jié)自我管理的辦法。學(xué)生課堂行為更積極,不僅課堂紀(jì)律得到改善,增強(qiáng)了學(xué)生學(xué)習(xí)的主動(dòng)性,激發(fā)了學(xué)生的學(xué)習(xí)興趣,而且大大地提高了學(xué)生的學(xué)習(xí)效率,提高了課堂學(xué)習(xí)的質(zhì)量。此外,學(xué)生對(duì)課堂行為的自我管理,促進(jìn)了教師角色的轉(zhuǎn)換,改變了教學(xué)管理策略,教師能更專(zhuān)注于課堂內(nèi)容的教學(xué),教學(xué)效果好,師生關(guān)系友好平等,課堂氣氛更活躍和諧。為改進(jìn)小學(xué)高年級(jí)課堂管理,提高育人質(zhì)量,提高學(xué)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(xué)位授予單位】：廣州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G622.4

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本文編號(hào)：1980508