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所谓模式,就是能够用来指导行为的模型或方案。课堂纪律的维持模式,是指对教师维持课堂纪律能够起指导作用的那些模型或蓝图。一位教师站在课堂上,要能不被纪律问题所困扰,了解维持课堂纪律的主要模式,并恰当运用它们去指导自己的行为是十分必要的。纵观中小学课堂,教师们维持课堂纪律的主要模式有三种: 一、行为模式行为模式主要是通过强化去形成学生的恰当的课堂行为。当学生在课堂上出现了积极行为,教师便给予认可或赞许;学生在课堂上出现消极行为,教师则不能认可。这样久而久之,学生的积极行为逐渐在自己身上稳定下来,那些消极行为则逐渐从自己身上消退,使课堂纪律得以维持。行为 相似文献
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孙敬波 《中国教育技术装备》2012,(1):68+70
1前言教师课堂管理能力指的是教师为实现教学目标而建立并维持课堂秩序的师生互动过程所形成的一种在管理课堂纪律过程中的行为表现。教师课堂管理能力的高低直接影响教师教学的质量,也对学生学习产生极大的促进或消极 相似文献
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学生课堂违纪行为方式的社会学分析 总被引：1，自引：0，他引：1
课堂纪律是每位教师必须面对的现实问题,是教师进行课堂控制的依据。学生的天性就是活泼好动,为使自己的行为不遭致教师的惩罚,学生在课堂上会采取相应的策略。课堂违纪行为体现了学生在教师行为的影响和控制下的主动建构,也体现了一定的社会因素。学生课堂违纪行为方式主要包括:讨好、合理化、投机和抵抗。 相似文献
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课堂纪律是指在课堂教学情境中,教师为了维持班级秩序、保证教学活动和学生学习活动的顺利进行而要求学生必须遵守的一系列行为规范.开展基础教育课程改革以来,学校教育发生了全方位的改变.课堂纪律作为其中一环,它冲击了陈旧的课堂秩序,解放学生的同时也解放了教师,但这是不是意味着新课程改革之后课堂就不需要纪律和秩序了呢?答案是否定的. 相似文献
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陈黎芬 《福建教育学院学报》2008,(3):119-120
教学是教师引起、维持或促进学生学习的所有行为．要提高教学质量、提高课堂教学有效性,必须注重有效课堂管理,本文从关注化学课堂纪律的影响因素,关注学生独有的文化入手探讨了化学有效课堂管理的一些方法． 相似文献
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课堂问题行为是指在课堂上发生的违反课堂规则，妨碍及干扰课堂活动的正常进行及影响教学效率的行为。在课堂上问题行为是难于避免的，如果处理不当，极易引起师生之间人际关系的冲突对立，课堂纪律无法维持，课堂教学活动无法顺利进行，不仅影响学生的学业成绩，还影响学生的心理健康及人格发展，对教师的工作和生活带来极大的压力，所以有必要对学生的课堂问题行为进行细致的观察和分析，采取有针对性的管理策略，减少问题行为的发生，确保课堂教学顺利有效地进行。一、学生课堂问题行为的表现课堂问题行为的表现具有普遍性，不仅表现在后… 相似文献
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《西北成人教育学报》2017,(1)
良好的课堂纪律是维持正常教学的关键,然而现实课堂中会出现众多扰乱教学秩序的纪律问题。引发课堂纪律问题的因素很多,教师是其中的一个重要因素,主要包括教师缺乏教学技能、社会交际能力、课堂管理能力等。通过分析由于缺乏这三种能力而引起教师问题行为的表现及原因,本文相应地从提高教师自身的教学技能、社会交际能力及课堂管理能力等方面着手,以期减少课堂纪律问题的发生,从而构建和谐有序的课堂环境。 相似文献
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课堂问题行为的成因及对策 总被引：4，自引：0，他引：4
在日常课堂教学活动中 ,难免会发生各种干扰 ,其中 ,课堂纪律问题是最常见的一种干扰 ,如果教师对此问题不予以重视 ,就会使课堂里的人际关系紧张 ,教学效率降低。本文拟对课堂问题行为的产生原因及矫正方法作一初步探讨。一、课堂问题行为的界定及其类型１ 概念界定问题行为是指不能遵守公认的正常儿童行为规范和道德标准 ,不能正常与人交往和参与学习的行为 ,这样的行为不仅影响学生的身心健康 ,而且常常引起课堂纪律问题。学生的课堂问题行为主要表现为漫不经心、感情淡漠、逃避班级活动 ,与教师关系紧张、容易冲动、上课插嘴、坐立不安… 相似文献
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This article examines secondary school teachers’ perceptions of corporal punishment in India. Although it has been banned in Indian schools, various types of corporal punishment are still used by teachers. It has been mainly used as a mechanism for controlling disciplinary problems in schools. Based on a pilot study of 160 secondary teachers, the result of the research reveals that teachers still perceive corporal punishment as an effective method of controlling indiscipline in class. However, some teachers state that corporal punishment is ineffective in deterring students from misbehaving. Corporal punishment is not a good method to maintain discipline. Adopting harsh methods indicates a lack of proper training in managing students in a classroom situation and a poor understanding by the teachers of students’ mental states. An awareness program for secondary school teachers about the effects of corporal punishment on children is needed. The solution is proper training for teachers and student-teachers in the use of counseling to manage behavioral problem. Also full-time counselors can be appointed in schools. 相似文献
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A look at corporal punishment and some implications of its use 总被引：1，自引：0，他引：1
F C Wilson 《Child abuse & neglect》1982,6(2):155-164
The author notes several legal, social, philosophical and educational attitudes common to Canada and the United States which have, for centuries, characterized the uses of corporal punishment with children. Specifically, corporal punishment is viewed as a technique for developing discipline within the school system. Inconsistencies in both Canada and the U.S. are noted regarding court decisions and their application in the classroom. Recent revisions to The Ontario Child Welfare Act are discussed in light of its implications for parents and teachers who physically punish their children or students. Research findings related to corporal punishment and their implications for schools are cited. Negative side-effects of administering punishment are also described. The evidence suggests that corporal punishment besides being an ineffective learning technique, is not the uncomplicated, quick solution many may think it. The author concludes by proposing that because of their important role in the lives of developing children and considering the resources devoted to teacher training, teachers should be held as legally accountable for their use of corporal punishment with children as parents are. As well, he indicates the need for (1) increased teacher training in the areas of child management, classroom management and interactional processes; (2) greater opportunity to devise creative problem-solving strategies; and (3) a re-ordering of priorities at universities, colleges and faculties of education which would benefit not only teachers, but ultimately their students. 相似文献
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In many countries, corporal punishment of school children continues to be an officially or unofficially sanctioned form of institutional child abuse. Continuing support for the use of corporal punishment is related to the following factors: (1) widely held beliefs regarding the effectiveness of corporal punishment, (2) an unawareness of problems resulting from the use of physical punishment, and (3) a lack of knowledge about effective disciplinary alternatives. The purpose of this paper is threefold: One is to show that many of the beliefs are myths, e.g., corporal punishment is not needed to build character. The second purpose is to show that physical punishment can lead to more problems than it appears to solve, e.g., the punitive teacher is avoided, and thus, is not a positive factor in the child's education and development. The third purpose is to discuss two types of alternatives to punishment, the social learning approach and communication skills training. These positive methods of discipline not only enhance classroom behavior, but also facilitate learning. In an atmosphere free of abusing and demeaning acts and in a classroom characterized by positive mutual regard, teachers can maximize their effectiveness as teachers and students can maximize their effectiveness as learners. 相似文献
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Recent research indicates that teachers would prefer to allow for more student voice in classroom discipline decision‐making than is currently the case. This paper identifies factors that teachers suggest inhibit them from implementing their ideas of best disciplinary practice. It also examines which classroom discipline issues teachers are willing to submit to student voice. Among the most important inhibitors of best disciplinary practice identified by almost 300 Australian secondary teachers were: too many things to do; classroom size and layout; and a lack of support from the school administration. When presented with 30 varying management issues, an independent group of approximately 250 primary and secondary teachers nominated classroom conventions (e.g. tidiness of the classroom) and issues related to teaching and learning (e.g. seating arrangements) as those that they were most prepared to negotiate with students. In contrast they would prefer to concentrate the power of decision‐making in their own hands when managing issues pertaining to safety of students and moral issues such as racial and sexual discrimination. 相似文献
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《Africa Education Review》2013,10(1-2):148-159
Abstract This article discusses data from a case study involving Grade 8–12 teachers in 14 classrooms. In all the schools that were identified, one teacher from each of the schools was identified for interviewing. After the interview the teacher was used as an ‘informant’ to identify other teachers who could provide additional information on the issue of classroom discipline in public high schools. Teachers are uncertain about how to relate to the learners and still maintain discipline in the classrooms. Reasons for the persistence of poor teacher–learner relationship include lack of knowledge regarding the effective use of alternatives to corporal punishment and the use of power to establish teacher authority. The results of the study showed that teachers, who are successful in managing misbehaviour in the classrooms, maintain good relations with the learners, encourage self-discipline and dignity, and involve the parents, learner peers as well as other teachers in the learning process. Involving all people who are close to the learner is essential in encouraging the learner to accept the teacher's authority and establish the required interpersonal classroom relationships. 相似文献
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《Teaching and Teacher Education》2005,21(6):729-741
This paper reports students’ perceptions of the classroom discipline strategies utilized in Australia, China and Israel. It examines data from 748 teachers and 5521 students to identify how teachers’ use of various disciplinary strategies, and the extent to which these relate to student misbehavior, differ in three national settings. In general, Chinese teachers appear less punitive and aggressive than do those in Israel or Australia and more inclusive and supportive of students’ voices. Australian classrooms are perceived as having least discussion and recognition and most punishment. In all settings greater student misbehavior relates only to increased use of aggressive strategies. Implications are discussed. 相似文献
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尊重是现代社会中人和人交往过程中基本的道德准则和行为规范。对于课堂教学而言,尊重学生既是课堂教学过程中教师应坚守的基本师德要求,也是制约课堂教学成功与否的关键因素。课堂教学中尊重学生意味着教师不体罚学生、维护学生的人格尊严、接纳学生的不同意见。要使尊重学生的理念真正体现在课堂教学实践中,教师应该学会低下身子倾听学生,学会赞赏学生,学会宽容学生,并且能将学生当作自己的朋友对待。 相似文献
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《师资教育杂志》2012,38(2):227-237
This case study worked with 80 lecturers drawn from Israeli teachers’ colleges who reported that they face relatively few discipline problems; most appeared to be related to low motivation and/or dishonest behaviour. They treated each case in an ad hoc way, responded mildly and avoided imposing sanctions. It is argued that the student teachers’ misconduct could have been used by their lecturers as excellent raw material to analyse the conditions in which problems are likely to occur in the school classroom, as well as to discuss possible underlying motivation of the provocative conduct, and to suggest ways for teachers to cope with these situations. Unfortunately, the lecturers did not draw any connections between the misbehaviour of the student teachers and the skills and moral values prospective teachers need to possess. The lack of transference from the college setting to the student teachers’ experience in the classroom is discussed with regard to the current highly competitive climate in which colleges must attract students. 相似文献
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信息技术的发展不仅带来了教学方式的变革,更激励着教师运用新的教育理念。为了更好地培育高中生政治学科的必备品质、关键能力与正确的价值观,高中思政课教师要充分发挥教学技术与教学主体的智慧,在智慧课堂环境下打造智能、高效的思政课堂,从而为学生的自主学习创设一个良好的氛围。基于此,本文着眼于智慧课堂环境,积极探索提升高中思政教学有效性的策略。 相似文献
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The adverse effect of harsh corporal punishment on mental health and psychosocial functioning in children has been repeatedly suggested by studies in industrialized countries. Nevertheless, corporal punishment has remained common practice not only in many homes, but is also regularly practiced in schools, particularly in low-income countries, as a measure to maintain discipline. Proponents of corporal punishment have argued that the differences in culture and industrial development might also be reflected in a positive relationship between the use of corporal punishment and improving behavioral problems in low-income nations. In the present study we assessed the occurrence of corporal punishment at home and in school in Tanzanian primary school students. We also examined the association between corporal punishment and externalizing problems. The 409 children (52% boys) from grade 2 to 7 had a mean age of 10.49 (SD = 1.89) years. Nearly all children had experienced corporal punishment at some point during their lifetime both in family and school contexts. Half of the respondents reported having experienced corporal punishment within the last year from a family member. A multiple sequential regression analysis revealed that corporal punishment by parents or by caregivers was positively related to children's externalizing problems. The present study provides evidence that Tanzanian children of primary school age are frequently exposed to extreme levels of corporal punishment, with detrimental consequences for externalizing behavior. Our findings emphasize the need to inform parents, teachers and governmental organizations, especially in low-income countries, about the adverse consequences of using corporal punishment be it at home or at school. 相似文献