高中生英语课堂问题行为的现状及对策的调查研究--以桂林市3所高中为例-申微璇.docx

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1、 flB丨 学校代码 10602 学号 2015010519 分类号 G632 密 级 公开 i； GUANGXI NOPMAL UNIVERSITY 碩士学隹论文 A Study on Students Classroom Problem Behaviors and Coping strategies in English Class: Taking Three Senior High Schools in Guilin for Example 髙中生英语课堂问题行为的现状及对策的调查研究 以桂林市 3 所高中为例 学 院： 外国语学院 专 业： 学科教学（英语 ） 研 究 方 向 ： 学科

2、教学（英语 ） 年 级： 2015 级 研 究 生 ： 申 微 璇 指 导 教 师 ： 蒋业梅教授 完 成 曰期： 2017 年 4 月 A Study on StudentsJ Classroom Problem Behaviors and Coping strategies in English Class: Taking Three Senior High Schools in 髙中生英语课堂问题行为的现状及对策的调査研究 以桂林市 3 所髙中为例 专业名称：学科教学（英语 ) 中请人：申纖 指导教邦：蒋业梅教授 Guilin for Example 论文答辩委员会 高中生英语课堂问题行

3、为的现状及对策的调査研究 一以桂林市 3 所尚中为例 研究生：申微璇 年级 ： 2015 级学科专业：学科教学（英语 ） 指导老师：蒋业梅教授 研究方向：学科教学（英语 ） _1 Y3260095 中 文 摘 要 课堂问题行为是指发生在课堂上扰乱教学活动和自己或他人的学习效率的行 为。问题行为一旦发生就会对教学活动和学习产生负面影响，并导致许多问题。在 传统教育中，教师采用的不恰当方法，非但不能解决课堂问题，反而造成更多的问 题和师生冲突。因此，要注意课堂问题行为及寻找有效的策略来提高教学效率和促 进学生的健康成长。 随着身心发展以及学业的压力，特别是高考和择业的压力，高中阶段的学生往 往处于

4、身心矛盾和情绪不稳定的状态，容易导致课堂问题行为的发生。因此，本研 究以建构主义学习理论、人本主义理论和归因理论等为 依据，通过问卷调查、课堂 观察和访谈等方法了解目前高中学生的课堂不良行为的情况及产生原因，并提出有 效的应对策略。研究结果表明 ：（ i)目前高中生英语课堂问题行为普遍存在，其中最 为常见的十种行为有上课讲小话、看课外书、吃东西、睡觉、心不在焉等等。这些 问题行为主要发生在教师讲语法知识和做练习时，并且以学生个人行为为主，对教 师的教学活动造成一定的影响。（ 2)教师对学生课堂问题行为的处理效果不高。 （ 3) 高中生英语课堂问题行为的原因有多种因素，包括学生个人的因素，如身心

5、发展不 平衡、不喜欢英语；环境的影响；教 师的教学技巧和对课堂问题行为的处理方法等。 基于研究结果，本文从如何提高教师处理学生课堂问题行为能力的角度，对教 师自身和师范教育提出了一些可行性的建议。首先，教师要更新教育理念，不断学 习新知识，掌握处理课堂问题行为的方法和技巧；其次，师范学校应该要提供关于 课堂管理方面的培训，提高师范生的理论知识，并且增加实践的机会，把理论和实 践相结合；再次，家庭教育要民主化，形成和谐的家庭氛围。 关键 词：英语课堂，问题行为，策略 A Study on Students9 Classroom Problem Behaviors and Coping strat

6、egies in English Class: Taking Three Senior High Schools in Guilin for Example Classroom problem behaviors are the behaviors that happen in the classroom and disturb teaching activities and learning efficiency of the students themselves or others* Problem behaviors can be spread easily once they hap

7、pen and cause many problems in class which will have negative effects on teaching activities and study. In the traditional education, the teachers adopt inappropriate methods which can not solve the classroom problems but cause more problems and conflicts between teachers and students. Therefore, it

8、 is necessary to pay attention to classroom problem behaviors and find out the effective strategies to improve the teaching efficiency and promote students, healthy grow. With students physical and mental development, and under the pressure of the college entrance examination or finding a job, and s

9、enior high school students are in the state of instable mood which can easily lead to classroom problem behaviors. Inspired by the previous studies, and based on the theories of Constructivism, Humanism, and Attribution Theory, this paper tries to analyze the phenomenon and causes of students7 probl

10、em behaviors in English class in senior high schools and put forward some relevant strategies with classroom observation, interview and questionnaire analysis. The findings of this study are presented as follows:(l)The students7 problem behaviors are very common, the top ten types of students5 probl

11、em behaviors are whispering in class, reading other books, eating snacks, sleeping in class, and absent mindedness and so on. These Postgraduate: Shen Weixuan Supervisor: Jiang Yemei Grade: 2015 Major: English Subject Teaching Orientation: English Subject Teaching Abstract in English problem behavio

12、rs often happen in the period of grammar teaching and exercises. They are mainly individual behaviors, which have a certain influence on teaching activity and learning efficiency. (2) The methods which teachers adopt to deal with the problem behaviors have little effect. (3) The causes of students5

13、classroom problem behaviors involve various factors, such as students personal factors like losing interest in English or unbalanced development of physical and mental; the effects of environment; teachers5 teaching skills and the methods that teachers adopt to cope with problem behaviors. According

14、 to the findings of the research, some suggestions are put forward to improve the ability of English teachers, coping methods to students9 problem behaviors from the aspects of teacher, normal education and family education. First, teachers should update education concepts, acquire new knowledge, an

15、d master the skills of classroom management. Second, normal colleges should offer more courses of classroom management and provide more opportunities for students to teach so that they can apply what they have learned in school to practice. Third, family education should be democracy and create a ha

16、rmonious atmosphere. Key words: English class; problem behaviors; strategies in Contents Abstract in Chinese . . . i Abstract in English . Hi List of Tables . vi Chapter One Introduction . . . . 1 1.1 . Research Background .1 1.2 Purpose and Significance of the Study . . . . . . . . . . 2 1.3 . Orga

17、nization of the Thesis .2 Chapter Two Literature Review . . . . .4 2.1 . Introduction of Problem Behaviors . . . . . . . . . . . . 4 2.1.1 The Definition of Problem Behaviors . . . 4 2.1.2 The Characteristics of Problem Behaviors . . .5 2.L3 The Judging Elements and Judging Standards of Problem Beha

18、viors .5 2A3A The Judging Elements of Problem Behaviors. . . .5 2.1.3.2 The Judging Standards of Problem Behaviors . . 6 2.1.4 The Classification of Problem Behaviors . 7 2.1.5 Negative Consequences Brought about by Problem Behaviors .9 2.2 Theoretical basis . .“”10 2.2.1 Constructive Learning Theor

19、ies . 10 2.2.2 Humanistic Learning Theories . 11 2.2.3 Attribution Theories . 11 23 Researches on Problem Behaviors at Home and Abroad, . . . 13 2.3.1 International Researches on Problem Behaviors . 13 2.3.2 Domestic Researches on Problem Behaviors . 16 Chapter Three Research Design . . . “ 18 3.1 R

20、esearch Questions . 18 3.2 Subjects . 18 3.3 Instruments . 19 3.3.1 Classroom Observation. . 19 3.3.2 Questionnaire . 19 3.3.3 Interview . 20 3.4 Data Collection . 20 Chapter Four Results and Analysis . . . . . . . . . . . .21 4.1 Results of the Questionnaire . 21 4.1.1 The Top Ten Types of Students

21、5 Problem Behavior . 24 4.L2 The Teaching Period at Which Problem Behavior Would Likely Happen.25 4.1.3 The Methods Teachers Adopt to Deal with Problem Behaviors . 26 4.L4 The Effect of Teachers9 Management of Problem Behaviors . . . .28 4.1.5 The Relationship between Teachers and Students in Class

22、. 29 4.2Results of Classroom Observation . 30 4.3 Results of the Interviews . 31 4.3.1 Interview with Teachers . 31 4.3.2 Interview with Students . 33 4.4The Reasons of Problem Behaviors . . . . . . . . . 35 4.4.1 StudentsAspects . 36 4.4.2 Teachers5 Aspects . 37 4.4.3 Environment Aspects . 38 Chapt

23、er Five Major Findings and Implications . . . . . 39 5.1 Major Findings . 39 52 Implications . 40 5.2.1 Suggestions for Teachers . 40 5.2.2 Suggestions for Normal Colleges . 42 5.2.3 Suggestions for Families . 43 Chapter6 Conclusion . 45 6.1 Summary of the Research . 45 6.2 Limitations of the Resear

24、ch . 46 63 Suggestions for Further Study . . . . . . 46 Appendices. . . . . . . . . . . . . . . . 48 Appendix 1 . 48 Appendix 2 . 50 Appendix 3 . 52 Appendix 4 . 53 Appendix 5 . 54 References . 55 Acknowledgements List of Tables Table 4.1 The students5 problem behaviors from students5 questionnaire

25、. 21 Table 4.2 The students problem behaviors from teachers questionnaire . .22 Table 4.3The top ten types of problem behaviors in class. . 24 Table4.4The top ten types of problem behaviors in class . 24 Table 4.5The teaching period at which problem behaviors would likely happen in class from studen

26、ts5 questionnaire . 26 Table4.6 The methods teachers adopt to deal with problem behaviors . 27 Table4.7The effect of teachers9 management of problem behaviors. 28 Table4.8 The relationship between teachers and students in class . 29 Table 4.9 Classroom observation. . . . . . . . . .30 Table4.10The r

27、easons of problem behaviors in class from students9 questionnaire . 35 Table4.11 The reasons of problem behaviors in class from teachers questionnaire. 35 Chapter One Introduction 1.1 Research Background A good classroom atmosphere can make English teaching more effective. Due to the nature of high

28、school English classes, teachers should design a lot of different teaching activities to make English classes more interesting and attractive. However, students5 self-control ability is relatively low, which poses a threat to English teachers. In other words, the problem behaviors in English class a

29、re very common. Teachers usually try to find out various solutions to cope with students5 classroom problem behaviors, but the results are not very satisfying, because when they confront these problem behaviors, they often tend to use rude ways or depend on their previous experience. Nowadays, this

30、phenomenon is a great challenge for young teachers, for one reason, they do not have much teaching experience, and they often feel frustrated in class, even worse, they would doubt whether they are suitable for teaching occupation. Therefore, the author intends to investigate students9 problem behav

31、iors in class and provide some related strategies for teachers. Since the reform of new curriculum in senior high school, many scholars paid great attention to the importance of classroom management and put forward effective solutions. In this new situation， the teachers should apply “student-center

32、ed” teaching concept in the teaching process, actively interact with students, and focus on student independence and autonomy. Teachers should adjust “teacher-student relationship, emphasize that students form a pro-active attitude towards learning. However, some teachers say that they have no idea of what students5 problem behaviors are, and do no