渝东南地区中小学教师对学生问题行为认识的误区分析

Analysis on Biased Understanding of Students' Problematic Behaviors by Primary and Middle School Teachers in the Southeast Areas of Chongqing

儿童问题行为是指儿童在成长过程中出现的在严重程度和持续时间上都超过了相应的年龄所允许的正常范围的异常行为。采用现场调查和访谈的方法对来自渝东南地区的中小学教师进行研究后发现渝东南地区的中小学教师对学生问题行为的认识存在着重视外损性问题,忽视内损性问题;常把学生的状态性问题当作特质性问题;对学生的问题行为缺乏深入细致的归因分析;对学生问题多持消极观念等几大误区。

Children’s problematic behaviors refer to the singular ones that exceeds the normal behavior range of children of similar ages in seriousness and continuousness in the process of their growing up. By spot investigation and interview on primary and middle school teachers in southeast areas of Chongqing, the results show that there are several biased understandings: they emphasized external problems and neglected internal problems, and mistook state problems as trait problems, lacked in cause analysis for students’ problematic behaviors and understreated students' problem behaviors more negatively than others, and so on.