教育类论文样板.docx
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教育类论文样板.docx
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教育类论文样板
本科毕业论文(设计)目录
Abstract------------------------------------------------------------------------------------1
摘要------------------------------------------------------------------------------------------1
I.Introduction---------------------------------------------------------------------2
II.AnalysisofProblemBehaviorinHigh-schoolClassrooms------------2
1.Definitionofstudents’classroomproblembehavior
2.Typesofhigh-schoolstudents’classroomproblembehavior
3.Causesofhigh-schoolstudents’classroomproblembehavior
3.1Onthepartofstudents
3.2Onthepartofteachers
3.3Onthepartofenvironment
III.StrategiesforManagingtheProblemBehavior--------------------------7
1.Changingconceptions
2.Adoptingpreventivemeasures
2.1Understandingstudents’psychologicalneeds
2.2Improvingtheteacher’scompetence
2.3Layingdownclassroomrules
2.4Creatingafavorableclassroomenvironment
3.Usingadjustingstrategies
3.1Psychologicaladjustment
3.2Behavioraladjustment
3.3Self-management
IV.Conclusion-----------------------------------------------------------------------15
Bibliography-----------------------------------------------------------------------------16
StrategiesforManagingHigh-SchoolStudents’ClassroomProblemBehavior
Abstract
High-schoolteachers,especiallynewteachers,reportthatthemostdifficultaspectoftheirteachingistodealwithstudents’problembehaviorintheclassroom.Againstthebackgroundofnewcurriculumdesign,thegoalsofclassroommanagementhavechangedalot.Thosechangesincludechangingfromcontroltoactivationoftheclass,implementingtheideaofequalitybetweenteachersandstudentsandgivingmorehumaneconcernstostudentsintheclassroomandsoon.Alltheseaddtothedifficultyofclassroommanagement.Asanimportantpartofclassroommanagement,managingstudents’problembehaviorbecomesanissuethateducatorscannotavoid.Basedonpreviousresearch,thispaperpresentsafurtheranalysisofhigh-schoolstudents’problembehaviorandputsforwardproposalswithaviewtotacklingthisissuefromthreeaspects,namelychangingconceptions,takingpreventivemeasuresandusingadjustingstrategies.
Keywords:
classroomproblembehaviorpreventivemeasureadjustingstrategy
摘要
高中教师尤其是新上岗教师称他们在教学中最难的地方是管理学生在课堂上的问题行为。
在新课程背景下,课堂管理目标发生了很大变化。
这些变化包括从控制课堂到激活课堂的转变、体现师生平等的理念以及在课堂上给予学生更多的人文关怀等等。
这些都加大了课堂管理的难度。
课堂问题行为管理作为课堂管理的一个重要部分,成为教育者不容回避的问题。
因此本文在前人的研究基础上,进一步对课堂问题行为进行了分析,并从三个方面提出了改进措施,即转变观念、采取预防措施和运用调控策略。
【关键词】课堂问题行为预防措施调控策略
I.Introduction
Againstthebackgroundofnewcurriculumreform,studentsareencouragedtodiscoverrulesoflanguage,masterlanguageknowledgeandskillsanddevelopeffectivelearningstrategiesandautonomouslearningabilitiesbymeansofexperiencing,practicing,participating,exploringandcooperatingundertheteacher’sguidance.Facedwiththesechanges,teacherscan’tusethetraditionalclassroommanagementmethodstodealwithalltheissuesintheclassroom.Forinstance,inthepast,teachersespeciallynoviceteacherstendedtousethemethodsofcontrol,punishmentsuppressiontokeeptheclassroomquiet.Thereisnodoubtthatitwilldecreasestudents’enthusiasmforparticipationandincreasetheirinteresttobeagainst.Inotherwords,thetraditionalclassroommanagementmethodscan’tcontributetotheachievementofteachingobjectives.Ontheonehand,high-schoolstudents’problembehaviorsintheclassroomarewidespread;ontheotherhand,thetraditionalmethodsdon’twork.Therefore,bothexperiencedteachersandbeginningteachersneedtohaveanewunderstandingofhigh-schoolstudents’classroomproblembehaviorunderthenewcurriculumbackground.Onthebasisofpreviousstudies,thispaperwillfocusonthefurtheranalysisofthefeatures,typesandreasonsofstudents’problembehaviorandthenprovideinterrelatedstrategiestomanageandavoidthoseproblembehaviors.
II.AnalysisofProblemBehaviorinHigh-schoolClassrooms
1.Definitionofstudents’classroomproblembehavior
Classroomproblembehaviorisavagueconception,anddifferentscholarsandeducatorshavedifferentopinions.Forinstance,AmericaneducationalpsychologistH.C.Lindgrenholdstheideathatproblembehaviorreferstoanybehaviorthatcausestrouble;ChinesescholarChenShijiantreatstheproblembehaviorasstudents’classroombehaviorthatviolatestheclassroomrulesandinterruptsthesmoothnessofteachingactivities,whileZhouRunzhi’spointofviewisthatstudent’swordsanddeedsthataffectthesmooth-runningofteachingandlearningactivities.Althoughthedefinitionsdifferfromoneanother,therearetwokeypointstheyshare:
first,thebehavioraffectsothers.Thatmeansthestudent’sbehaviordisturbstheteacherandotherstudentsandbringsdowntheteachingefficiencyandlearningeffectiveness.
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