A study on the current situation of classroom common problem behaviors of lower primary school students in Ningxiang City

: The problem behavior of primary and secondary school students in the classroom directly affects the quality of classroom teaching. Studies have shown that the classroom problem behavior of primary school students will bring many adverse effects on teachers' classroom teaching and student development, which not only disrupts teachers' teaching, wastes students' learning time, but also reduces students' learning motivation and enthusiasm, forms a stressful classroom atmosphere, and destroys the trust and cooperative relationship between teachers and students. As a teacher, managing students' classroom problem behaviors is one of the trickiest things to do and a major source of professional stress. Therefore, the author adopts questionnaire survey method, observation method and literature research method to investigate from multiple dimensions to study the current situation of common classroom behavior of primary school students in a primary school in Ningxiang.

observation and analysis of nearly 1,000 classroom interceptions, they found that students have classroom problem behaviors accounted for nearly 90% of the total, some scholars also conducted more than 100 primary school students to conduct classroom follow-up surveys, and concluded that about 35% of primary school students have shown loud noise, extreme panic, excessive anxiety and other behaviors in class [2][3] .
The research results of some researchers in China also show that the frequency of classroom problem behaviors of younger primary school students in school is increasing.In the process of promoting the new curriculum reform, a new type of classroom teaching mode is emerging, and the occurrence of students' problem behaviors in the classroom is inevitable, and the classroom problem behaviors with linkage reactions will trigger many similar classroom problem behaviors.If the measures taken are improper, it will cause confrontation between teachers and students and uncontrolled classroom discipline, which will affect the completion of classroom teaching, reduce teaching efficiency, and even affect students' physical and mental health, and more seriously, it may cause other negative effects, such as hindering and affecting the development of students' personality, disharmony in teacher-student relationships, etc.
Lower grade students are in a young period in terms of physical development and thinking development, attention is easily distracted, and mood swings are large, self-control is worse than senior students.It is difficult to discipline themselves in accordance with the teacher's classroom behavior norms, so the classroom problem behavior of younger students is quite prominent.Therefore, this paper selects younger students for investigation, which is conducive to further deepening the theoretical research on classroom problem behavior of younger students, and enriching the countermeasures for improving students' classroom problem behavior.This study explores the causes of classroom problem behaviors and proposes targeted improvement countermeasures by understanding the current situation of classroom problem behaviors of younger students.From the perspective of teachers, it is conducive to teachers deepening their understanding of classroom problem behaviors and enriching the methods for improving classroom problem behaviors.

Common classroom problem behaviors of students in the lower elementary grades
From Table 1, we can find that 70.09% of teachers think that students like to talk casually with surrounding classmates, 68.22% of teachers think that students are inattentive and distracted during class.We can see that students have a variety of problem behaviors in class, and casually talking to surrounding classmates and inattentiveness in class are the most common problem behaviors in the classroom.In Tables 2 and 3, we can find that more teachers think that five to ten minutes before class is the time when problematic behaviors are more common.Most of the teachers' classroom management can only maintain 0~20 minutes, only 13.08% of teachers think that their classroom can maintain more than 30 minutes, in summary, we can see that the phenomenon of classroom problem behavior has been very frequent, and for lower grade primary school students, the effective length of classroom management is a headache.Students are constantly evolving, with some classroom problem behaviors occurring at the beginning of class, some focusing on the first few minutes of class, and some classroom problem behaviors occurring during class.Different grades, different periods of time of students concentrated classroom problem behavior behavior is different, so the formulation of classroom behavior norms is a constantly changing dynamic process, according to the problems and students' classroom actual situation, constantly adjust, change, modify and reflect, in order to formulate effective classroom norms, promote classroom learning in a better direction, to achieve the purpose of student development.Due to the relatively young age and low level of attention development of younger primary school students, it is difficult to ensure that every minute of a lesson can be attentively listened to every minute of a class, and their learning activities are rhythmic.Therefore, after the student has experienced high-intensity learning in the classroom, he will need a little time to rest and adjust to relax to ensure that he can efficiently devote himself to the next learning activities.Teachers should control the rhythm of the class during class, and when students are energetic, they can carry out fast-paced teaching activities, and when students need to rest, they can carry out soothing and relaxing teaching activities.

Specific problem behaviors of students in the lower primary grades
From the above table, we can see that most teachers can give students a certain amount of self-esteem when dealing with some problem behaviors that occur in the classroom, and use encouraging methods to solve students' problem behaviors.There are still some teachers who will directly educate students during class, which may undermine students' self-confidence, so we have a long way to go in dealing with common classroom problem behaviors.However, in Table 6, we can also see that students are in the classroom extracurricular books, and the teacher calls students up for education is only an example, so we can see that in today's education, dealing with common classroom problem behaviors is more and more concerned with students' self-esteem and more and more humane, and our methods and means of dealing with problem behaviors are developing in a good direction.

Teachers pay attention to classroom teaching and neglect discipline management
Through Table 4, we can find that although most teachers spend more energy on teaching, we can find that 19.63% of teachers think that maintaining classroom discipline will have more energy than teaching energy, and 22.43% of teachers think that the two are similar, we can feel that now maintaining classroom discipline has almost become our main thing in the classroom, and the emergence of common classroom problem behaviors has begun to have a greater impact on our classroom.Through Table 5, we can see that most teachers think that mastering class management skills is the most critical behavior to deal with classroom problems.However, it is undeniable that different teachers have the most critical points for dealing with common problems in class.At this time, we need to do a good job in dealing with the classroom problem behavior, improve themselves, and create an excellent classroom.

Teachers attach importance to class management skills and neglect their own abilities
From Table 6, we can see that most teachers will discuss or clarify the classroom rules with students during or before class, and only 8.41% of teachers have not conducted classroom rules during class.To sum up, we can see that most of our teachers have emphasized classroom norms before classroom problems appear, but there are still students who will have classroom problem behaviors.

Teachers attach importance teacher-student communication and neglect home-school communication
In the table, we can see that the vast majority of teachers often communicate with students after class, and only 6.54% of teachers never communicate with students after class.The vast majority of teachers also communicate with parents, but 3.74% of teachers never communicate with parents [4] .Now, in the classroom, we pay attention to handing over the classroom to the students, and we will find that home-school communication has become our general trend.Therefore, in the face of some common classroom problem behaviors, we can try to communicate with students after class, and we can also try to communicate with parents to achieve the purpose of correcting students' problem behaviors.
82.24% of the teachers believe that the cause of students' classroom problem behavior is the students themselves, 72.9% of teachers believe that the cause of students' classroom problem behavior comes from teachers, and 57.01% of teachers believe that students' family reasons are also the main factors affecting students' classroom problem behavior.It can be seen that the attribution of students' classroom problem behavior by junior teachers mainly involves students, parents, and teachers, most of which are pointing to external factors, rarely reflecting on their own factors, in fact, the teacher's own factors are also very important, if the teacher's teaching method is single, or the teacher lacks a certain ability to control the class, it will cause students' classroom problem behavior.Students' problem behavior is caused by many reasons, and teachers are one of the big reasons, such as insufficient preparation for teachers, lack of art in teaching language, and lack of teaching organization ability.Therefore, when teachers attribute most of them to external factors, and when they propose countermeasures to improve students' classroom problem behaviors, they rarely improve teaching and classroom management from their own perspective.On the whole, primary school students living in divorced and remarried families have more problem behaviors than primary school students living in complete families, partly because these students are in a family atmosphere that is not harmonious, and some will witness some conflicts between parents, which will have a negative impact on the psychology of students in the long run, resulting in more extreme or inferiority and withdrawal emotions.With the increasingly developed science and technology and the rise of the current network era, the probability of primary school students contacting mass media is increasing, the development of network information technology can not only bring students more abundant teaching resources, but also bad information on the network such as violence, blood, pornographic pictures will also damage students' physical and mental health, may cause students in the classroom aggressive behavior.Nowadays, the phenomenon of primary school students addicted to online games is also very common, and if there is no parental supervision on weekends or holidays, students with poor self-control often spend a long time playing games, resulting in distraction from thinking about games during class, and unable to pay

Table 1 :
Presents more problem behaviors

.2 The period when the problem behavior of the lower elementary school students occursTable 2 :
Time period of problem behavior in class

Table 3 :
Classroom management can maintain the aging time

Table 4 :
In class, you compare the energy spent on maintaining classroom discipline with the energy spent on teaching

Table 5 :
You think the key to dealing with classroom problems is

Table 6 :
Discuss with the students or clarify the classroom norms