How to do a good job of class management in rural primary schools
Primary school is the place where every social individual really learns knowledge comprehensively and systematically for the first time, and the lower grades of primary school are the enlightenment places for social individuals to learn knowledge systematically. Class education management is the basic way of school education. Doing a good job in class management means doing a good job in school education management and in the lower grades of primary schools, so as to lay a solid foundation for grasping the management of primary education. It is indeed an important topic that every rural primary school educator should seriously consider to correctly understand the importance of the education management of the lower grades of primary schools, to correctly treat some practical problems existing in the education management of the lower grades of primary schools, especially in rural primary schools, and to seriously think about some good methods to solve the problems of the education management of the lower grades of rural primary schools.
First, the important role of class management in the lower grades of primary schools
1. Doing a good job in the education management of the lower grades of primary schools is conducive to promoting the cultivation of talents.
In the current class management, most class teachers are unified in every detail, forming a situation in which teachers say that students do things. Even if there are class cadres, their position is only the teacher's assistant. The famous educator Suhomlinski said: "Without self-education, there is no real education." This kind of educational thought tells us that self-education is a very important link in the development of students' personality, which is conducive to fundamentally liberating the head teacher, freeing the head teacher from the tedious routine work, guiding students' ideological and psychological counseling, and having more energy to prepare lessons. More importantly, it is conducive to cultivating students' sense of collective honor, responsibility and ownership, and to cultivating students' abilities in all aspects. In order to connect school management with quality education, it is necessary to manage students as the main body, so that students can make moral choices and behaviors independently, consciously and voluntarily as management practice activities, thus improving students' subjective moral quality. "Tube" means "regardless". The head teacher should strive to realize the self-transformation of the role, from shepherd to leader, and realize the self-management of the class students. Therefore, we should start from the lower grades and individuals, promote the cultivation of civilized behavior habits of each student, improve students' comprehensive management ability of self-management and self-improvement, and transition from dependence to independence, thus forming independent management from point to surface. Thereby promoting the cultivation of talents.
2. Doing a good job of behavior management in the lower grades of primary schools is conducive to promoting the formation of good habits.
For a babbling child, school is a sacred and completely strange place for him, which everyone who has attended school will have a personal experience. Especially for children aged six or seven in rural areas, most of them have no experience in kindergarten education, so they respect discipline and have poor self-care ability. When you enter the classroom, you either forget to take the book or sit in the wrong position. Some people don't even know that you didn't bring your schoolbag or simply lost it, let alone observe the classroom discipline and have the correct posture in class. It can be said that in the first and second grades of rural primary schools, teachers should spend a lot of time to educate and correct children's behaviors, so that they can develop better study and behavior habits, which can benefit them for life.
3. Doing a good job of safety management in the lower grades of primary schools is conducive to promoting rural harmony and stability.
At present, there are more than 900 million rural people in China. Such a large population base means that a considerable number of rural children go to school. With the change of people's fertility concept and the implementation of China's family planning policy, the proportion of only children in rural areas is further increasing, which also means that children's status in the family is becoming more and more important. Children in rural areas, like children in cities, have become the focus of grandparents' parents, grandchildren and families, and the phenomenon that grandparents pick up their grandchildren from school in cities has gradually appeared in rural primary schools. Especially in the lower grades, the proportion of children who come home to pick them up after school is even greater. Imagine how much harm it would do to the school, the family and the whole countryside if one of them had his head broken when he was studying at school, or more seriously, it was taken away by illegal traders.
Second, the practical problems existing in the education management of lower grades in rural primary schools
1. Lack of educational and teaching resources
Rural primary schools are indispensable public resources for rural children. With the reform of teaching materials, the gradual popularization of basic education courses and the gradual popularization of information technology education in primary schools, the demand for quality education and teaching resources in rural primary schools is becoming more and more urgent. The richness of educational and teaching resources directly affects the sustainable development of basic education in this area.
However, on the whole, the total amount of high-quality education and teaching resources that can fully meet the teaching needs of rural primary schools in China is very scarce and the quality is not high, and the degree of effective application and effective enjoyment is low. This is an unavoidable reality, which has become the main bottleneck restricting the development of rural primary education.
More than a month ago, nearly ten teachers from the whole town came to our school for regular classes, but there was only one multimedia classroom in our school. At that time, we decided to use multimedia by lottery. Many teachers have prepared multimedia courseware, but they can't use it. The effect can be imagined. Our schools in the suburbs are all like this. The teaching facilities in remote rural primary schools are even more backward, and modern teaching equipment is seriously lacking. Some schools even only have tape recorders, small blackboards, simple projectors and other equipment, which makes many teachers' modern education and teaching concepts ineffective in teaching and unable to display their talents. The "Information Technology" distributed by students naturally became a decoration.
2. Rural primary schools are unbalanced and the scale is shrinking.
At present, the layout of village primary schools is unreasonable, and the scale of running schools is shrinking day by day. More and more parents choose to let their children get rid of the relatively backward village-level primary education from an early age, hoping that their children can receive better education from an early age and lay a good foundation for their future study and life to adapt to the increasingly fierce social competition. Therefore, for the sake of their children's future, parents send their children to urban schools and township central primary schools with better teaching quality, and even accompany them in towns. On the other hand, more and more parents who go out to work choose to let their children borrow books in the inflow area. Many local governments began to relax the admission policy for children of migrant workers and began to accept these children to study in local public schools. Under the influence of this environment, the number of village-level primary school students is naturally decreasing year by year, and the scale is also shrinking. At present, the distribution of village primary schools in China is too scattered, which makes the difference in the number of schools too large, which objectively wastes educational resources and the quality of education and teaching cannot be guaranteed.
3. The teaching staff is weak
First of all, the subjects taught are not in line with the majors learned by teachers, and the teaching methods are backward.
Village primary school teachers can't teach their own subjects, and the professional knowledge they have learned can't be fully displayed and displayed in their jobs. In most cases, newly assigned teachers will be assigned to teach which subject the school lacks. Village primary school teachers have no autonomy and choice to a great extent, which is not only conducive to the development of teachers' teaching work, but also to the improvement of students' cultural knowledge. It takes a long time for teachers to adapt to this new professional course, which really inhibits the rapid improvement of education level. The professional level of rural primary school teachers is generally not high, and the concept of education and teaching is backward. The actual cultural professional knowledge has not really reached the corresponding level, nor has it received systematic professional training. The level of knowledge is limited, the speed of learning knowledge is slow, the channels are narrow, and it can't keep up with the changes of primary school textbooks and the requirements of the times, so it can't be well qualified for teaching tasks. On the other hand, because rural information is relatively closed and there is not much communication with the outside world, rural primary school teachers' educational concept lags behind and their educational and teaching ability is not strong. The update of teachers' knowledge and skills can't keep up with the pace of the times, while the knowledge in modern society is updated too fast, and the training of teachers has fallen far behind the pace of the times. Primitive and backward teaching methods can not only meet the needs of contemporary teaching, but also increase the burden on teachers and students, consume a lot of time and energy, and achieve twice the result with half the effort.
Secondly, the overall cultural quality of rural primary school teachers is low, the teaching staff is insufficient, the workload is too large, the treatment is low, and the teaching staff is very unstable.
For a long time, the low salary of teachers in China is obvious to all. As far as the working environment is concerned, most of the high-quality resources of social life, whether spiritual or material, are concentrated in cities, which leads to a very poor state in rural areas from material to spiritual and cultural aspects. Poor treatment has greatly affected the stability of rural teachers and the quality of rural education and teaching. Although our school adds some normal graduates every year to enrich the teaching staff, it is still a drop in the bucket. Then the education level is too low, and the age structure is completely deformed. Rural primary school teachers are aging, and the situation is grim. A considerable number of rural teachers have become regular teachers from private teachers and substitute teachers. Although these teachers have accumulated a lot of experience in their years of work, they are conscientious and diligent in their work, and have devoted their efforts and sweat to rural education, but because of their limited knowledge level and scope, they can't keep up with the pace of modern education. In rural primary schools, there are only a handful of real college graduates. Even when they come to the countryside, quite a few people don't want to take root in the countryside at all, but take rural schools as places and springboard to accumulate experience and finally enter the county. In this helpless situation, the present situation of rural education can be imagined. In most rural primary schools, teachers in grades one to three attend all courses in any class. They prepare lessons, attend classes and correct homework in the classroom, and they can't leave the classroom as long as they attend classes. Students only accept the same teaching mode every day, every week or even every year. Students are not fresh, and teachers have a heavy workload. As far as the teaching effect is concerned, the efficiency is very low and the effect is very poor. And there is a serious shortage of professional teachers. In rural primary schools, there are no professional teachers in music, physical education, fine arts, science and other subjects. Most teachers are multifunctional. Even if there are professional teachers, because of the serious shortage of teachers, they have become multifunctional. The shortage of professional teachers not only seriously affects the quality of quality education and teaching, but also may waste the talents of some students with expertise.
4. The problem of left-behind children
Family is the first environment for the growth of primary school students, and family education will certainly have an important impact on the quality of school education. But as a left-behind child, it is impossible to be influenced by family education. Due to various reasons in rural primary schools, this problem cannot be solved well, and with the rapid development of cities, this problem is becoming more and more serious. About 40% of "left-behind children" in rural areas and the emergence of intergenerational education management have increased the difficulty of school education. At the same time, due to the low cultural quality of parents of rural students, lack of understanding and misunderstanding of children's education, parents play an irreplaceable role in children's education, and the quality of parents' education directly affects the development of students' personality and moral behavior.
Third, do a good job in the education management of lower grades in rural primary schools.
Although there are some problems in the education management of the lower grades of rural primary schools, if we can study and explore the problems in a targeted manner and apply them to practice, the management of the lower grades of rural primary schools will certainly make great progress.
1. Do a good job in supporting and improving educational facilities.
First, we should strengthen the improvement of hardware support. For a developing country like China, it is unrealistic to run a rural primary school like an urban primary school, but as a school, its basic education facilities should be fully equipped. The classroom should be spacious and bright, with two or four fans inside to ensure that it is not stuffy in summer. There should be a closed campus, and there should be basic facilities such as table tennis tables and courts in the campus, so that children can move freely. Some children can't go home at noon because the village is scattered, so they have to eat at school. There should also be simple cooking facilities to heat or cook for children.
Second, we should strengthen the upgrading of software environment. Schools with good hardware environment lay a good foundation for students' growth, but schools with good software environment can promote children's rapid growth on the road of knowledge. Most classrooms entering rural primary schools only have basic desks and chairs, and some only have a blackboard, and there is nothing on the walls on both sides, which is very unfavorable for the cultivation of lower grade children. The first-year children who have just entered school are at an age of strong curiosity and easy to be influenced by the environment. If we can have two blackboards, draw some cartoon characters they like or some pictures that children like on the other blackboard, and hang some proverbs or stories with pictures on the walls on both sides, and if we can have a bookshelf and put some picture books, cartoons and picture books that children like, I think children will definitely like it. There are many urban primary schools with good conditions.
2. Pay special attention to the education management team and promote the improvement of teachers' management ability.
The key to the management of lower grades in rural primary schools lies in the construction of teachers. A team of teachers with good quality will greatly promote the education management of lower grades in rural primary schools.
First, attach importance to the on-the-job training of rural junior teachers. Under the condition that the educational level of rural teachers can't be changed, it can play an urgent role to concentrate the power of government educational management institutions, use the post training platform organized by higher authorities, and pay attention to attracting rural junior teachers or all rural teachers to participate and improve their professional quality in educational management practice. Special attention should be paid to the study of educational management methods and concepts, and the children's right to choose to study should be returned to them. Don't blindly indoctrinate them and let them do their best, instead of becoming slaves to scores.
Second, pay attention to strengthening rural junior high school teachers' awareness of loving their posts. As a rural junior teacher, nothing is more important than loving students and giving them your heart. What is certain is that if you love students, you will love your post. An educator in the Soviet Union once said, "One of the most valuable qualities of an educator is love. The deep love for children combines the strict requirements of parents' intimacy and wisdom. "
Third, pay attention to strengthening the crisis consciousness of rural junior high school teachers' management. According to the relevant provisions of the Law on the Protection of Minors in People's Republic of China (PRC) and the Law on the Protection of Minors in People's Republic of China (PRC), if a student has a safety accident or personal injury due to poor management at school, as the teacher in charge of education management at the scene, he will be investigated for corresponding civil liability by the relevant departments. Most children in the lower grades in rural areas are active and like to fight. There are many hidden dangers in the safety management of rural primary schools. If teachers have no sense of crisis, they are often more prone to accidents, which will have a serious impact on students, schools and themselves.
3. Grasp the space-time expansion of education management.
The first is to expand from regular classes to recess. Many children in the lower grades of rural primary schools cannot take care of themselves because of their young age, and the hidden dangers around the school cannot be completely ruled out. It is easy for pupils to have some safety problems during recess. Therefore, it can greatly prevent and put an end to the occurrence of safety accidents by requiring the head teachers and classroom teachers in the lower grades of rural primary schools to strengthen the management of children's recess.
The second is to expand from school to holidays. Due to the need of survival, parents of rural students often have no time to take care of their children's studies and let them play during the holidays. Therefore, after the winter and summer vacations, students' grades often drop greatly. In order to prevent this from happening, teachers are required to keep in touch with students' parents, understand and urge students to do their homework in time.
The third is to expand from school to family. With the further deepening of reform and opening-up, rural surplus labor force has moved to cities, resulting in a large number of left-behind children and left-behind people in old villages. As a result, the migration tide of children in winter and summer vacations and the blank of family management during study have emerged, leaving a lot of room for teachers' education management. Attention should be paid to the expansion of education management from school to school. After school, students who stay at home can concentrate in one student's home and have some after-school tutoring or some interesting game activities, which not only strengthens their study, but also further expands their enthusiasm for participating in group activities and prevents accidents.
4. Cultivate students' good habits.
They should receive discipline education. In the eyes of first-grade children, everything at school is fresh and strange, which also makes them curious. Children who have just entered school don't know what "rules" are. After the bell rings, they should sit quietly in their seats and wait for the teacher to come to class. In view of this problem, as an education administrator, a teacher should always tell everyone how to take books, sit in his seat after class, grasp the psychology that primary school students attach great importance to honor, properly carry out some activities such as "Who is the most disciplined", select the star of discipline, and interact at the beginning or end of class, so that students who have done well can talk about how well they have done and guide other students to learn from him. If carefully implemented, children's habit of observing discipline will gradually form in a month, two months or a little longer.
We should give them labor education. Love of labor should become a daily compulsory course for students in lower grades of primary schools. The number of students in each class in rural primary schools is usually small. In order to cultivate their labor concept, every five students can be organized into a group, and a group will be on duty to clean the classroom every day. In the first round of duty, the teacher will personally lead the team, teach them how to use a broom, how to clean the blackboard and how to clean the table, and pay attention to observation when they are working to see who is the most organized, and then choose him as the labor leader when they are on duty.
Conduct specific learning behavior training for students. Combined with the actual characteristics of primary school students in lower grades, we should use all favorable time to strengthen the training of learning behavior. Primary school students in lower grades are like a small sapling. For their healthy growth, we should constantly correct some incorrect behavior habits. When doing homework, constantly remind and correct bad posture. When standing up to speak, ask them to stand up straight, look straight ahead, have a natural and generous attitude, and speak loudly and clearly. When training students to raise their hands in class, tell them to raise their hands first and ask everyone to master the standard gesture of raising their hands.