小学教师解决学生课堂问题行为的策略特点

Characteristics of Elementary School Teachers' Coping Strategies to Pupils' Classroom Problem Behaviors

采用问卷法和访谈法,考察了237名小学教师解决学生课堂问题行为的策略特点。研究结果表明:(1)教师解决不同类型的课堂问题行为主要采用的策略为提醒、改变教学方式、沟通了解、说服教育、学生自我管理和惩罚,其中提醒策略运用最多,惩罚策略运用最少。(2)不同性别和不同教龄的教师在解决学生课堂问题行为的策略上存在显著差异,女教师更多地运用提醒策略,而男教师更多地运用改变教学方式这种策略;1-5年教龄的教师,最少运用改变教学方式的策略,而在沟通了解这种策略的运用上,6-10年的教师显著多于1-5年和10年以上教龄的教师。(3)和普通教师相比,骨干教师更多的采用改变教学方式、沟通了解、学生自我管理这几种策略,而普通教师更多地运用惩罚策略。(4)教龄为1-5年的教师在采用策略的总数上和运用策略的灵活性上比6-10年及10年以上的教师更差,普通教师比骨干教师采用的策略总数更少,灵活性更差。

The present research has employed both Vignettes Survey and interview methods to explore the characteristics of teachers＇ coping strategies to students＇ classroom problem behaviors. 237 elementary school teachers are investigated. The results show that： （1） Six strategies arc mainly adopted by teachers to cope with students＇ classroom problem behaviors, which are： warning, changing teaching method, communicating with students, persuading, student＇s self- management and punishment. Among them, warning is most frequently used and punishment is the least used. （2） Significant differences in coping strategies have been found between teachers of different gender and different age. （3） There are significant differences between ordinary teachers and core teachers. Compared with ordinary teachers, core teachers tend to use the following strategies more： changing teaching method, communicating with students and student＇s self- management; while the ordinary teachers tend to use punishment more. （4） Compared with core teachers, the ordinary teachers tend to adopt less strategies and their strategies are less flexible.