本研究运用了文献法、调查法、观察法等研究方法，对小学高年级课堂突发事件

This study used literature methods, survey methods, observation methods and other research methods to study classroom emergencies in the upper grades of elementary schools, understand the types and handling methods of classroom emergencies, analyze the causes, and propose coping strategies. The types of classroom emergencies include teacher-initiated, student-initiated, and environment-initiated, including teacher accidental mistakes, lack of teaching level, student problem behavior, student learning distress, foreign object intrusion, and noise interference. For teacher factors, student factors, and environmental factors, including inadequate lesson preparation, student cognition, student personality, class size, teaching facilities, etc., coping strategies are proposed from the elementary school teachers themselves and outside. Specifically, teachers should make full preparations before class, respect students' homeopathic guidance, clarify the reasons for contingency, increase classroom management training, and provide relevant courses to provide professional guidance and guidance.    

本研究运用了文献法、调查法、观察法等研究方法，对小学高年级课堂突发事件进行了研究，了解课堂突发事件类型及处理方式，分析成因，提出应对策略。课堂突发事件的类型有教师引发、学生引发、环境引发，具体有教师意外失误、教学水平欠缺、学生问题行为、学生学习困扰、外物闯入、噪音干扰等，课堂突发事件的原因分为教师因素、学生因素、环境因素，具体有备课不充分、学生的认知、学生的性格、班级规模、教学设施等，从小学教师自身和外部提出了应对策略。具体有教师课前做好充分准备、尊重学生顺势引导、弄清原因随机应变、加大课堂管理培训力度、开设相关课程提供专业指导和引领等。    

This study uses literature, investigation, observation and other research methods to study classroom emergencies in senior primary school, understand the types and handling methods of classroom emergencies, analyze the causes, and put forward countermeasures. The types of classroom emergencies are caused by teachers, students and the environment, specifically including teachers' unexpected mistakes, lack of teaching level, students' problematic behaviors, students' learning difficulties, foreign things breaking in, noise interference, etc. the causes of classroom emergencies are divided into Teachers' factors, students' factors and environmental factors, specifically including inadequate preparation, students' cognition, students' character, class Scale, teaching facilities, etc., from the primary school teachers themselves and external put forward countermeasures. Specifically, teachers should be fully prepared before class, respect the students' guidance, find out the reasons, increase the intensity of classroom management and training, and provide professional guidance and guidance for related courses.<br>