With the development of college education and the increasing demand of students' comprehensive quality training, the second classroom in colleges and universities has attracted much attention as an important form of education. The purpose of this study is to investigate and analyze the development of the second classroom in colleges and universities, and put forward corresponding countermeasures and suggestions. Through mixed research methods, including questionnaire survey, interview and literature research, we have a comprehensive understanding of the type and quantity of college second classroom projects, student participation, project quality and effectiveness, and organization and management. On this basis, we put forward a series of targeted countermeasures and suggestions, including strategies and measures to improve student participation, suggestions to improve the quality and effect of the project, and optimize the program of organization and management. The results of this study have important theoretical and practical significance for universities to improve the level of the second classroom and promote the all-round development of students.

Objective To understand the status quo of problem behavior of children in Henan Province, and to explore the applicability of the Conners Parent Symptom Questionnaire (PSQ) norm test in 3-6 years old children. Methods A total of 775 children aged 3-6 years old in Henan Province were selected to measure their problem behavior by using PSQ. The difference and consistency of the detection rate of Chinese and American norms were analyzed, and the difference between the average score of problem behavior of children in Henan Province and the average score of each factor of the two norms was studied. Results (1) The impulsive-hyperactivity index of boys was significantly higher than that of girls; Children's learning problems show a significant age difference, and the older the children, the higher the score of learning problems; Non-only children show more impulsive-hyperactivity, hyperactivity problems than only children. (2) There are significant differences between the Chinese norm and the American norm in the detection rates of learning problems, impulsive-hyperactivity, anxiety and hyperactivity index. (3) The PSQ scores of children in Henan Province were significantly different from most factors of Chinese and American norm PSQ. Conclusion There are differences in the problem behavior of young children in Henan Province in terms of gender, age, and whether they are only children. The consistency of Chinese and American PSQ norms is poor, and they are no longer applicable to young children in contemporary Henan Province.