教育类论文样板

本科毕业论文（设计）目录Abstract ------------------------------------------------------------------------------------1 摘要------------------------------------------------------------------------------------------1I.Introduction --------------------------------------------------------------------- 2II.Analysis of Problem Behavior in High-school Classrooms ------------ 21. Definition of students’ classroom problem behavior2. Types of high-school students’ classroom problem behavior3. Causes of high-school students’ classroom problem behavior3.1 On the part of students3.2 On the part of teachers3.3 On the part of environmentIII.Strategies for Managing the Problem Behavior -------------------------- 71. Changing conceptions2. Adopting preventive measures2.1 Understanding students’ psychological needs2.2 Improving the teacher’s competence2.3 Laying down classroom rules2.4 Creating a favorable classroom environment3. Using adjusting strategies3.1 Psychological adjustment3.2 Behavioral adjustment3.3 Self-managementIV.Conclusion -----------------------------------------------------------------------15 Bibliography ----------------------------------------------------------------------------- 16Strategies for Managing High-School Students’ ClassroomProblem BehaviorAbstractHigh-school teachers, especially new teachers, report that the most difficult aspect of their teaching is to deal with students’ problem behavior in the classroom. Against the background of new curriculum design, the goals of classroom management have changed a lot. Those changes include changing from control to activation of the class, implementing the idea of equality between teachers and students and giving more humane concerns to students in the classroom and so on. All these add to the difficulty of classroom management. As an important part of classroom management, managing students’ problem behavior becomes an issue that educators cannot avoid. Based on previous research, this paper presents a further analysis of high-school students’ problem behavior and puts forward proposals with a view to tackling this issue from three aspects, namely changing conceptions, taking preventive measures and using adjusting strategies.Keywords: classroom problem behavior preventive measure adjusting strategy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. IntroductionAgainst the background of new curriculum reform, students are encouraged to discover rules of language, master language knowledge and skills and develop effective learning strategies and autonomous learning abilities by means of experiencing, practicing, participating, exploring and cooperating under the teacher’s guidance. Faced with these changes, teachers can’t use the traditional classroom management methods to deal with all the issues in the classroom. For instance, in the past, teachers especially novice teachers tended to use the methods of control, punishment suppression to keep the classroom quiet. There is no doubt that it will decrease students’ enthusiasm for participation and increase their interest to be against. In other words, the traditional classroom management methods can’t contribute to the achievement of teaching objectives. On the one hand, high-school students’ problem behaviors in the classroom are widespread; on the other hand, the traditional methods don’t work. Therefore, both experienced teachers and beginning teachers need to have a new understanding of high-school students’ classroom problem behavior under the new curriculum background. On the basis of previous studies, this paper will focus on the further analysis of the features, types and reasons of students’ problem behavior and then provide interrelated strategies to manage and avoid those problem behaviors.II. Analysis of Problem Behavior in High-school Classrooms1. Definition of students’ classroom problem behaviorClassroom problem behavior is a vague conception, and different scholars and educators have different opinions. For instance, American educational psychologist H.C. Lindgren holds the idea that problem behavior refers to any behavior that causes trouble; Chinese scholar Chen Shijian treats the problem behavior as students’classroom behavior that violates the classroom rules and interrupts the smoothness of teaching activities, while Zhou Runzhi’s point of view is that student’s words and deeds that affect the smooth-running of teaching and learning activities. Although the definitions differ from one another, there are two key points they share: first, thebehavior affects others. That means the student’s behavior disturbs the teacher and other students and brings down the teaching efficiency and learning effectiveness. Second, the behavior affects oneself. That is to say, while the student is making trouble, he is bringing down his own learning effectiveness.2. Types of high-school students’ classroom problem behaviorThe scholars have classified the classroom behaviors into different types from different perspectives. The typical one like Herbert C. Quay who sorts it into three types: Conduct-problem, Personality-problem and Inadequacy-Immaturity. Brophy and Rohrkemper put forward a novel view that there are three types of problem behaviors. The first type is the problem belonging to teacher. It means students’ words and deeds make the teacher’s life miserable. The second one is the problem belonging to student. The student suffers from the accident event or others’ disturbance. The last one is the problem belonging to both teacher and student. That means the student’s words and deeds make the teacher suffer a setback and vice versa. The Chinese scholars tend to divide these behaviors into overt and covert. Overt behaviors are more open and observable and would include students talking during class, using their cell phone or eating and drinking noisily. Covert behaviors are more passive and include sleeping during class, arriving to class late, leaving class early, or generally acting bored and disengaged.3. Causes of high-school students’ classroom problem behaviorThe reasons of high-school students’classroom problem behaviors are complicated. There are different reasons for different types of problem behaviors. This paper will analyze the reasons from three aspects: on the part of students, on the part of teachers and one the part of environments.3.1 On the part of students3.1.1 Psychological needsMost people will be familiar with the American psychologist Abraham Maslow’s Hierarchy of Needs theory. These needs were categorized by Maslow into sevenlevels. At the lower level, needs exist to satisfy basic physiological and psychological requirements, such as food and shelter, to be safe and to belong and be loved. The needs at the higher level of Maslow’s hierarchy are more complex and refer to human growth needs, such as self-understanding, living up to one’s potential and self-actualization. It suggests that all people have basic needs and that as a group of needs are met or satisfied, one moves up to the next level. The lowest level consists of the most basic needs---shelter, food and water. Safety needs are on the next level up. Then people progress into the realms of psychological needs. Psychologists list a wide variety of needs under this heading, from the need to achieve through the need to contribute, to the need for love. This paper will boil the psychological needs down to three groups:The first group of needs is empowerment and includes recognition, freedom, autonomy, achievement, contribution, choice and competence. If these needs aren’t being met or satisfied in the classroom students will feel powerless and frustrated in any given situation. Instead of accepting the reality passively, the student will do something to change it, especially when they can’t achieve their goal through positive behavior such as being on-task, completing work etc. they will seek it with inappropriate behaviors. For example, if the high-school students aren’t getting the recognition they fell they deserve in the classroom, they may ask irrelevant questions continually call out or argue and refuse to work or follow directions.The second is the need for fun and includes the need for curiosity, interest, growth and learning, adventure, amusement, surprise, variety. If this need isn’t being met or satisfied in the class, students will feel bored, low-spirited, and then they will choose to do something not relating to the teaching and learning activities. Thus the different kinds of classroom problem behaviors appear. For instance, they may pass notes under the table or pay tricks to entertain for a while, but sooner or later their desire for amusement will lead to increasingly problem behaviors.The last important group is the need to belong, such as the need to be accepted, valued, appreciated and needed. It also can be called the need to be loved. If this need isn’t being met or satisfied in the class, students will feel lost, lonely, isolated,vulnerable and disappointed. These are very reasons why students passively refuse to participate in the class activities, sit silently and get in no interaction and even request to be left alone.3.1.2 The personality dimensionThe student’s personality also has an effect on their classroom behavior.Extroversion-introversion dimension of personality and classroom problem behavior: extroverts tend to be sociable, assertive and interested in seeking out excitement. They often stick their need out, take chances and act on the spur of the moment. Therefore, when the class lacks excitement and fun, the extroverts will be the ones who cause problem behavior. In contrast, introverts tend to be more reserved, quiet and less outgoing. They often take pleasure in solitary activities such as reading and writing. Therefore, when there are too many activities or the classroom atmosphere is too active, they will show their unwillingness to take part in.Stability-instability dimension of personality and classroom problem behavior: students with emotional stability personality tend to be calm and mild. They are less inclined to make problem behaviors. On the other hand, students with emotional instability personality are always in the mood of over anxiety. They have difficulty in social communication. These students are likely to have problem behaviors in the classroom.3.2 On the part of teachers3.2.1 Inadequate pedagogical competenceThe teacher’s inadequate preparation or lacking of teaching skills always give students chances to make problems in the classroom. It happens in the following situations:The teacher gives unclear instructions. When the students can’t follow the teacher and don’t know what to do, their attention starts to wander.The teacher concentrates on lengthy explanations and talks to the class ninety percent of the time. The result is that students get bored and tired.The teacher makes the work too easy or too challenging. If the work is too easy, students can’t feel the sense of achievement. If the work is too difficult, students will give up early. When they find it impossible to succeed, they will wander to other things.3.2.2 Incorrect attitude toward workSome teachers most of the time behave as information providers. They always ignore the students’ learning style and the learning ideas. They won’t change the types of instruction for different students.Some teachers are unwilling to carry out innovations of new methodologies. They don’t teach in students’ shoes. The only thing they care about is to finish the teaching task.3.2.3 Ineffective problem-solving methodsWhen the problem behavior appears, some teachers tend to use the following ways to solve the problems: threats, giving lines, public humiliation by putting them in the corner, giving written homework, putting them in the corridor, shouting loudly or punishing the whole class for the behavior for a few. These methods are not useful or effective because the student’s elf-esteem is hurt. These methods only cause negative affective state and resistance to cooperation.3.3 On the part of environmentThe bad influence of environment also bears close relation to the high-school students’problem behavior. Here the environment includes family environment, classroom environment and social environment.3.3.1 The bad influence of family environmentFirst, the relationship between family members usually influences the forming of children’s personality. Those who live with single parent are likely to have psychological problem.Second, some parents have bad life-style and bad habitats, like gambling, drinking and quarreling really do harm to the children.Last, but not least, some parents can’t get along well with their neighbors. This will influence the ways of their children to deal with the friendship with classmates and the relationship with the teacher. In a word, the student who lives in an unhealthy or disharmonious family environment tends to bring this bad influence to the classroom.3.3.2 Negative effect of classroom environmentThe classroom environment has a great effect on students’ mood. To some degree, the decoration of the room, the organization of the furniture decides what students are expected to act. There’s no doubt that a warm and neat classroom environment can decrease the chance of misbehavior. On the contrary, if a classroom with run-down estate, disorganized furniture and dirty earth, students can’t keep sitting up straight, smiling politely and behaving properly. They may even unwilling to be a member of this class. The strong feelings of dislike and discomfort push students to act inappropriately.3.3.3 Negative effect of social environmentNowadays, much information pours into school especially the complex information on the Internet. Among which some are positive while others are passive. For example, the information about violence, sex and murder have bad effects on students’ behaviors.The entry of mobile phones into schools, to some extent, reflects that high-school students are more and more involved in this modern society. However, the students also bring the bad influence to the class, such as sending massages, surfing on the net, listening to music and taking photos by using their phones in the classroom.III. Strategies for Managing the Problem Behavior1. Changing ConceptionsNew curriculum requirements change the teaching model from teacher teaching and students learning to students’ independent, inquiring, cooperative learning model. The traditional teaching concept of “Man tang guan” must be changed; the teaching activity is not only one person’s performance any more. Every teacher should take students’learning interests, learning attitude and learning style into consideration when they choose teaching method. It is necessary t change teaching concept because it decides whether students take part in the teaching and learning activities or not.Teacher’s attitude toward classroom problem behavior should also change. Some teachers neglect and don’t pay attention t those misbehavior. They think that is okay if they van finish teaching task. That does harm to the students very much. Other teachers seem to be responsible. They spend much time, and even stop the whole class to deal with those misbehaviors. The students without problem behavior have to wait and lose their precious learning time. Therefore, teacher’s attitude toward classroom problem behavior should be changed and take proper method to deal with it.2. Adopting preventive measures2.1 Understanding students’ psychological needsMost of the students get their basic needs for air, water, food, shelter and even safety met both in the home and at school. As for the psychological need, the picture is different. Some students are growing up in the environment without these psychological needs being met, such as the needs for empowerment, the need for fun and the need to belong and be loved. Therefore, the students will do things in their own way to meet their needs. These students present problems or make troubles because they have problems themselves. They are missing something and their lives aren’t easy. In this sense, the teacher needs to understand the students’ psychological needs and take action to meet their needs and avoid their problem behaviors.First, meet students’ needs for empowerment, which includes choice, autonomy,recognition, and achievement and so on. This need has a great effect on the way the students behave. Perhaps some of the students find the work, together with the confusing instructions, almost impossible to understand. They feel frustrated and confused. In other word, when the work is far too difficult or confusing for them, the students will have difficulty in succeeding and gaining a sense of achievement. They may decide to meet their need for power by opting out or by arguing and misbehaving in the classroom. Teachers can prevent this by the following ways:Acknowledge the students’ need for power. This point is very important because only if the teachers know the reason can they recognize the essence of problem behavior and take action to prevent it. Another advantage of this point is to avoid power struggles. Teacher can seek solutions according to this need, but not to blame blindly.Involve the students in making decisions and giving the students power whenever it is appropriate. Instead of dominating all the students in class, the teacher should work with those power-seeking students. When the students are made leader of a group or given them an important responsibility, a trouble maker can become a good helper.Second, meet the students’ need for fun that includes interest, stimulation, variety etc. in a boring lesson, there might be no variety, no humor, no laughter, no sense of discovery, no challenge, no music, no warm-up activity and no attention given to different learning styles. There’s no doubt that the students will satisfy their need for fun in an inappropriate way. What teacher can do to prevent this situation is to be careful not to do all the talking in class. When teaching, the teacher should try to create opportunities for maximum the students’ participation through the lesson, invite the students to model activities and make students rehearse role, get all the class involved by giving them different roles. During this process, the students’ need for fun can be met.Finally, meet the students’ need to belong that includes being accepted, valued, appreciated and needed etc., in another word, the need of being loved. Teachers can organize whole class work, teamwork or cooperative work to give the students a senseof community and make them feel that they belong within a class. In addition, teachers should give the students a voice and give them support to make them feel that they are a valuable part of the whole class.When the students’psychological needs are acknowledged and met, a large proportion of their classroom problem behaviors can be prevented.2.2 Improving the teacher’s competenceThe effect of teacher quality on the students’ learning and behaviors can not be undervalued.First, improve teacher’s professional knowledge. The teacher should try to learn and master their professional knowledge continuously and have a thorough knowledge of the content of the subject. Thus the teacher can meet the students’needs.Second, improve the teacher’s pedagogical competence. This includes knowing the theories of learning, approaches of teaching, teaching methods and techniques, using advanced teaching facilities and so on. In a word, the teacher should use all kinds of methods to inspire their students, attract their students and challenge their students. Teach them to behave responsibly and encourage them to put effort into their learning but not making trouble in the class.Last, establish positive attitude toward students and work. The teacher should try their best to establish good relationships with the students. Be fair and have expectation for each student, because the unfair treatment always produces misbehaviors. What’s more, the teacher should have an open mind, when the lesson needs improvement, they should look to themselves to change and set good example for their students. In addition, keep a never-ending willingness to ensure that all students reach their maximum potential. This point is vital because teaching is not pouring what they know into the students. The care and attention the teacher offers can make students feel at ease and encourage them to make further progress. Finally, be patient. Both learning and teaching are a long process, without patience, a teacher can’t give his students a sense of security.2.3 Laying down classroom rulesTeachers and students should work together to establish classroom rules. When the classroom rule are clear, the students will know what should they do and what they shouldn’t. Now that taking in making rules, students will not break them easily.The first step is to understand the features of reasonable classroom rules: both teachers and students should keep in mind that the rules they will make must be clear, comprehensive and enforceable.The second step is designing the classroom rules. To make sue the lesson runs as smooth as possible, the content of rule should cover:Come to class on time.Ask first. Do not eat candy, gum or other food in class unless you have been given special permission.Talk only when permitted in class.Use polite speech.Respect others ideas in the classListen to directions and cooperate with classmatesTreat the class property with careNext step is being consistent. This step is the most important and difficult one. It needs the efforts from both teachers and students. Being inconsistent opens the door to confrontation. It gives students a reason for breaking rules. Therefore, the teacher and students should cooperate to make sure there are no exceptions. Anyone who breaks the classroom rules will receive the punishment.2.4 Creating a favorable classroom environmentA warm classroom environment makes students feel comfortable as a member of the class. In this sense, the teacher should pay attention to decorate and organize the classroom.Decorate the classroom. When decorate the classroom, color choice is very important. Teachers should keep in mind that red and orange can make students feel nervous and unsettled while blue and green can help students feel calm. Further more,dark colors take natural sunlight out of a room and can even make people feel drowsy and listless (Hathaway, 1987). In order to add warmth and comfort to a class environment, the teacher can put some live plants in the classroom. On the one hand, plants can help maintain a favorable temperature for the classroom. On the other hand, it provides chance for students to take care of the plants and show their responsibility.Organize the classroom. Decorations help create a favorable classroom environment while organization of the furniture in the classroom is also very important. Traditionally, the desks in high-school classroom are arranged in neat and orderly rows. It makes movement easier but it doesn’t help to create a favorable environment. The ideal desk arrangements should create opportunity for students to be actively engaged in learning and have the chance to work cooperatively with their classmates. However, the traditional way of arrangement can’t meet this need. Therefore, the teacher should consider other types of desk arrangement according to his or her teaching activities, such as a semicircle or cluster.3. Using adjusting strategies3.1 Psychological adjustmentUnder the pressure of fierce competition and exams, active teacher and teacher relationship can ease the tense study environment. Nowadays, high-school students are faced with great pressure from society, school and their parents. In this case, their study is very passive even is a torture for them. So it becomes a very important issue as to how bring out the students’creativity and how to inspire their motivation. In respect of this, the teacher should try to build a good relationship with their students. In harmonious class atmosphere, students will feel cared, respected and trusted by their teacher and willing to take part in the class activities. In a word, teachers should do their best to help students get rid of psychological barriers and build comfortable and stress-free atmosphere to stay.On the other hand, due to keen competition for entering a higher school and heavy learning pressures, high-school students have great burdens in their mind. They hope their individual efforts are fully recognized. When their efforts are ignored, thechances of them disrupting the lesson are greatly increased. If teachers want to keep students behaving appropriately, they should give proper reassurance and encouragement. The most important and effective way to do this is praise. There is a vital advice for teachers: praise must be sincere otherwise it is just worthless. That is to say when a teacher give s verbal praise, he or she should make the student really feel it. It is necessary for a teacher to tell the student exactly what he did and why he deserved the praise. As a matter of fact, true praise means that the teacher notices the effort students put into something. Therefore, the thoughtful attention and deep appreciation will build students’self-esteem and encourage them to make further progress.3.2 Behavioral adjustmentEducators have embraces reinforcement theory and behavioral theory to regulate students’ problem behavior for a long time. This approach emphasized the centrality of external events in directing behavior and in the importance of reinforces (Skinner, 1956). Reinforces can be either positive or negative.A positive reinforcement is a stimulus intended to get individuals to repeat behavior. Praise, rewards and privilege are usually used as positive reinforces. Praise has been introduced in the previous of this paper. Here, rewards and privileges are emphasized. Rewards include:Points for certain kinds of work and behaviors;Symbols such as gold stars or certificates of accomplishment;Special honor rolls for academic work or desirable behavior.Privileges include:Serving as a class leader or helper;Extra time for recess;Being excused from some required workThese rewards and privileges are only offered when students behave appropriately. Through this approach, students’ desirable behaviors are reinforced.A negative reinforce is a stimulus that is removed, and also intends to getindividuals to repeat desired behavior. Punishment and penalties are used to discourage the behavior that breaks the classroom rule or procedures. As a matter of fact, acceptable punishments and penalties available to teachers are limited and include making the students stay in from recess or after school for detention; removing privileges and sending the student to the headmaster. Through this approach, the problem behavior also can decrease. However, teachers especially the beginning teachers should be careful about the types and the frequency of punishments and penalties they use because when students are not afraid, punishment loses its effectiveness.3.3 Self- managementThe most positive and preventative method to solve high-school students classroom problem behavior is self-management. Self-management encompasses a range of internal and/ or external activities wherein a student may engage that increase or decrease the possibility of appropriate behaviors occurring based on cognitive-behavior theory. Cognitive-behavior theory focuses in the interdependent relationship between the environment, behavior and cognition and is based on three assumptions: cognitive activity affects behavior; cognitive activity may be monitored and altered; desired behavior change may be affected cognitive change (Dobson & Block, 1998: 55).There are three approaches that the teacher should try to teach the students.Self-monitoring:In order to teach students to become more aware of their own behavior, they should be instructed to observe specific aspects of their own behavior such as making noises, interrupting others etc. and provide an objective recording of these observations. At first, the teacher may remind the student every certain time to observe their behavior. Later, a timer can be used to remind the student to observe whether the behavior occurred. Finally, the student can monitor his behavior without a prompt. Because of the process of observation, the undesirable behavior usually decreases.。