【摘要】：課堂教學(xué)是現(xiàn)代學(xué)校教育的主要形式,課堂教學(xué)的效果和質(zhì)量是實(shí)現(xiàn)學(xué)校教育目標(biāo)的基本保證。長(zhǎng)期并廣泛地存在于課堂教學(xué)活動(dòng)之中的課堂問題行為,擾亂了課堂教學(xué)秩序,不僅影響了課堂教學(xué)的質(zhì)量和效果,而且不利于教師及學(xué)生的全面健康發(fā)展。相對(duì)而言,中職學(xué)生這一特殊群體所表現(xiàn)出來的課堂問題行為更為復(fù)雜和嚴(yán)重,如何矯正中職學(xué)生的課堂問題行為,成為了讓中職教師感到棘手的難題。減少中職學(xué)生的課堂問題行為,對(duì)于提高中職學(xué)校的教學(xué)質(zhì)量、推動(dòng)中職學(xué)生的素質(zhì)教育有著重大意義。 本文作者結(jié)合自己在中職學(xué)校任教的經(jīng)歷,在查閱大量文獻(xiàn)和了解課堂問題行為相關(guān)理論的基礎(chǔ)上,以長(zhǎng)沙財(cái)經(jīng)學(xué)校的學(xué)生為主要研究對(duì)象,采用問卷調(diào)查、個(gè)別訪談和個(gè)案分析等方法,通過描述中職學(xué)生課堂問題行為的表現(xiàn),探究其影響因素,從中職教師的角度提出課堂問題行為的矯正策略,旨在為中職教學(xué)一線的教師提供借鑒與參考。在提出問題后,本文的第二部分主要總結(jié)了中職學(xué)生區(qū)別于其他學(xué)生群體的課堂問題行為的表現(xiàn)及特征。在第三部分,從學(xué)生、教師、教學(xué)方式和環(huán)境等角度分析了中職學(xué)生課堂問題行為的影響因素。最后,從中職教師的角度提出了課堂問題行為的矯正策略：制定規(guī)章制度,預(yù)防課堂問題行為；對(duì)不同類型的課堂問題行為進(jìn)行調(diào)控；對(duì)課堂問題行為學(xué)生進(jìn)行心理輔導(dǎo)；精心設(shè)計(jì)課堂,減少問題行為發(fā)生；提高語(yǔ)言藝術(shù)來吸引學(xué)生的注意力。
[Abstract]:Classroom teaching is the main form of modern school education, and the effect and quality of classroom teaching is the basic guarantee to realize the goal of school education. The behavior of classroom problems, which exists in classroom teaching activities for a long time and widely, disturbs the order of classroom teaching, not only affects the quality and effect of classroom teaching, but also does not favor the overall and healthy development of teachers and students. Comparatively speaking, the classroom problem behavior of the special group of secondary vocational school students is more complex and serious. How to correct the classroom problem behavior of secondary vocational school students has become a thorny problem for secondary vocational school teachers. Reducing the classroom problem behavior of secondary vocational school students is of great significance to improve the teaching quality of secondary vocational school and promote the quality education of secondary vocational school students. Based on the experience of teaching in secondary vocational school and on the basis of consulting a lot of literature and understanding the theory of classroom problem behavior, the author takes the students of Changsha Finance and Economics School as the main research object, and adopts a questionnaire survey. By the methods of individual interview and case analysis, this paper describes the behavior of classroom problem behavior of secondary vocational school students, probes into its influencing factors, and puts forward the corrective strategies of classroom problem behavior from the perspective of secondary vocational school teachers. The purpose is to provide reference and reference for the teachers of the secondary vocational school teaching line. After putting forward the questions, the second part of this paper mainly summarizes the behavior and characteristics of the secondary vocational school students' classroom problem behavior, which is different from other student groups. In the third part, the author analyzes the influencing factors of classroom problem behavior of secondary vocational school students from the aspects of students, teachers, teaching methods and environment. Finally, from the perspective of secondary vocational school teachers, the paper puts forward the corrective strategies of classroom problem behavior: making rules and regulations to prevent classroom problem behavior, regulating different types of classroom problem behavior, providing psychological guidance to students with classroom problem behavior; Carefully design the classroom to reduce the occurrence of problem behavior; improve the art of language to attract students' attention.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G712.4

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