The class management mode implemented by most primary and secondary schools in China is still the traditional single head teacher system. That is, the head teacher is the core of class management and the direct implementer. The following are the basic research papers on class management that I collected for you. Welcome to read for your reference.
From the perspective of subject teachers, this paper introduces the historical background, theoretical basis and research progress of subject teachers' participation in class management, and probes into the safeguard measures. Through continuous concept innovation and system exploration, teachers will effectively manage classes in a more appropriate and scientific way.
Keywords:: research progress of subject teachers' class management
First, the historical background and current situation of class management
China was founded in the late Qing dynasty and early Republic of China? Training department? , realize? Learn to supervise? Since it's the other way around? Level teacher system, tutorial system, tutorial system? Such as the embryonic form of class management. It was established in China on 1952 on the basis of drawing lessons from the Russian class teacher system. Class teacher? , mainly for the management, guidance and moral education of students. In August 2009, the Ministry of Education issued the Regulations on the Work of Principals in Primary and Secondary Schools, which clearly incorporated the training of principals in primary and secondary schools into the teacher education plan. Under the historical background of class management, the head teacher has always been the only protagonist, and the Ministry of Education has not made too many supplements to all aspects of the work of subject teachers, which has become a big vacancy in the education system.
At present, the class management mode implemented by most primary and secondary schools in China is still the traditional single head teacher system. That is, the head teacher is the core of class management and the direct implementer. In recent years, many scholars have discovered and pointed out that? Absence of management? With what? Serve. Offside? The head teacher has already fallen into an overwhelming whirlpool, while the subject teachers often show a blind and indifferent attitude when participating in class management, which makes them? Teaching? With what? Educate people? Serious separation and disconnection.
Second, the theoretical basis for teachers to participate in class management
1. Principle of group dynamics
Group dynamics is a theory to study the group's attitude towards personal influence. This principle is mainly reflected in the application of subject teachers' participation in class management in the article "Research on the Construction and Management of Grade Groups in Large Schools". Researchers believe that the principle of group dynamics has greatly promoted the formation of teachers' teaching tacit understanding, and each teacher has his own unique teaching personality. If teachers can communicate and cooperate well, it is easy for teachers to form common teaching characteristics.
In a sense, it can improve the teaching level of teachers. In addition, group dynamics also provides an important theoretical basis for studying teachers' cohesion.
2. pygmalion effect (also known as? Rosenthal effect? )
The effectiveness of teachers' participation in class management depends largely on the interaction between teachers and students and the clever handling of the relationship between teachers and students. Educational psychology? Pygmalion effect? This revelation proves that the relationship between teachers and students directly affects the efficiency of class management.
3. Total quality management
What is a core concept in TQM theory? Full participation? . Researchers represented by Gu Jixiang believe that the organizational system of class management is an open and complex system. Class management refers to the management of all internal members (students, class teachers and head teachers) and external members (other school teachers, parents, etc.). ) Take actions in the system to improve the efficiency of class management.
Third, the research progress of subject teachers' participation in class management
1. University tutorial system
Researchers represented by Zhang Yanping and Zhang Jing elaborated the tutorial system in the article "Practice and Exploration of Setting Tutorial System in Middle Schools". The specific requirements are: the head teacher is the core, and the teachers in the class form a counseling group to be responsible for the management and construction of the whole class. While facing all the students, each tutor is responsible for allocating some students to himself, so as to promote students' personality, personality development and comprehensive quality improvement. In this way, the potential of existing educational resources can be maximized without increasing the number of school buildings and teachers.
2. Multi-level teacher system
The research on multi-head teacher system is embodied in Ye Jianjun and Huang Jinmei's article "New Ideas of Class Management Mode of Multi-head Teacher System in Middle Schools". On the basis of in-depth analysis of the general situation and disadvantages of the single head teacher system in the current middle school class management mode, the researcher puts forward the multi-head head teacher system, that is, the school or class decides that each class is jointly served by multiple or even all subject teachers according to its own situation? Class teacher? Participate in class construction management and student education.
3. Small class education
Small class education is also one of the innovative ideas aimed at the disadvantages of traditional class management mode. Small class education? With the reform, the original class size has been greatly reduced, and the number of students in each class is controlled at around 24 ~ 32. This idea is not only a reduction of the original class size, but also an all-round reform of teaching content, methods, technology and communication between teachers and students.
4. Class groups and learning communities
The study of class groups and learning communities is represented by Haan Lee. In his article "Innovation of Class Management Mode and Construction of New Learning Community", it is mentioned that this is the construction of a new class management mode. The specific method is to cancel the title of the existing head teacher and bring all teachers into class management? Class group? Class groups are collectively responsible for class management and form different types of learning communities in the class. There are four specific forms, namely? Many to one, one to many, one to one? And then what? Many to many? , will it? Teaching? And then what? Educate people? It is well integrated from the organizational system.
In addition, researcher Zhao Mengcheng gave theoretical support to class groups and learning communities, such as communication theory and constructivism theory, and mentioned that the essence of small-class education reform is to promote the transition of classes from social organizations to primary social groups, with the goal of building learning communities.
5. Class management committee system
The biggest difference between the class management committee system and the above-mentioned system is that the system brings parents and students into the construction of class management, and maximizes the potential of collective efforts. This system gives new meaning to class management: in the process of class management, subject teachers with the head teacher as the core and some core members composed of parents' representatives and students' representatives jointly participate in class management and construction.
Fourthly, the safeguard measures for teachers to participate in class management.
The implementation of any management concept is inseparable from the guarantee of the system. Whether the above-mentioned system can achieve the expected effect depends not only on the innovation of ideas and teachers' consciousness, but also on the security of the system. I consulted China Journal Network 2004-2065 438+03, and summed up the representative measures that are beneficial to the effective participation of subject teachers in class management as follows: strengthening the cooperation and exchange between subject teachers and class teachers; Strengthen the professional training of subject teachers and improve their class management ability. Establish and improve the evaluation management system and implement it.
In many literatures, the viewpoint represented by researcher Lu Chen is relatively novel. Although the article "Analysis of Work Disturbance of Novice Teachers" is mainly aimed at novice teachers, it shows its countermeasures from five dimensions: teacher training, local education administrative departments, school administrators, teachers' groups and novice teachers themselves, which is very enlightening. In addition, scholar Zhou Jianping mentioned in the article "Ecological Management and Teaching Management System Reform" that in the arrangement of teaching system, it is necessary to establish an incentive institutional framework, a diversified three-dimensional organizational system and a network communication mechanism.
Verb (abbreviation of verb) comprehensive evaluation method
In short, we should adhere to the principle of combining qualitative with quantitative, combining process with terminal, and make a realistic evaluation of class management on the basis of comprehensively improving the professional quality of subject teachers and class management ability, so as to comprehensively improve the efficiency of class management. Through continuous concept innovation and system exploration, teachers will effectively manage classes in a more appropriate and scientific way.
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