A harmonious and progressive class
Establishing the class development goal is to determine the development direction for the class on the basis of analyzing the class background. The establishment of class development goals should not only consider the requirements of social development, but also consider the specific training objectives of the school and the actual situation of all aspects of the class, and follow the principles of integrity, pertinence and measurability. The principle of wholeness requires that the overall goal and part of the goal of the class, the goal of the class, the goal of the group and the goal of the individual must be coordinated into a complete goal system. Moreover, the long-term goal, medium-term goal and short-term goal of the class must also be integrated. Break down the goals as much as possible, so as to manage the class in a planned and step-by-step manner and finally achieve the overall goal. The principle of pertinence requires that we must grasp the key problems of the class in the specific development stage when determining the class development goals, and set the goals in stages on the basis of specific analysis and research, so that the goals are both targeted and feasible, thus enhancing the effectiveness of class management. The principle of measurability requires that the goal of class development should not only be practical, but also measurable, so as to check and evaluate the realization of the goal in the process of education management, so that the implementation of the goal can be implemented and gradually realized. For example, students' various quality development indicators and class development indicators (including students' attendance rate, achievement pass rate, excellent rate and physical exercise compliance rate) should be quantified as much as possible. 3. Determination of the content The determination of the content of class education is actually to implement the class development goals in various activities of the class to ensure the play of the educational management function and the realization of the effect. The determination of educational management content should reflect the requirements of social development, conform to the laws of students' physical and mental development, and strive to achieve harmony and unity between the two. Specifically, first, carry out education in social morality, code of conduct, law-abiding and other aspects to improve students' understanding level and cultivate correct class public opinion; The second is to carry out communication education, so that students can master the norms and skills of interpersonal communication, cultivate good interpersonal relationships and corresponding psychological atmosphere in the class, enhance the cohesion of the class, and strengthen the assimilation and appeal of the class to students' individual behavior; Thirdly, we should educate students about collectivism, help them identify with class goals, and cultivate students' consciousness of belonging to the collective consciously; Fourth, educate students on self-awareness and self-determination, and cultivate their ability of self-education and self-control. By carrying out various educational activities in the class, the formation and development of the class collective can be promoted. 4. The scientific management method of comparative education plays an important role in promoting the development of class collective. Proper methods will get twice the result with half the effort, and improper methods will get twice the result with half the effort. Persuasion education, situational infection, emotional communication, psychological counseling, normative restriction, public opinion adjustment and practical exercise are all effective and feasible methods that have been proved by practice. However, because each method has its scope of application and limitations, it is restricted by various factors in the specific application process. Therefore, when choosing to use educational management methods, we should pay attention to comparing various methods and choose the best one. First of all, we should consider the characteristics and content requirements of specific tasks. If we cultivate correct class public opinion, we can use persuasion education, discussion, event analysis, debate and other methods; To cultivate good interpersonal relationships in the class, we can choose to adopt psychological transfer, role experience, organization and cooperation activities. Let students feel the warmth and unity of the group in the activities, and achieve the purpose of cultivating collective consciousness and sense of belonging. The second is to consider the specific reality of class students. At different stages of students' development and in different stages of class development, students' age characteristics, knowledge level, degree of autonomy and hobbies are also different, so the methods used to cultivate class collectives should also be different. If students have a high level of overall understanding, autonomy and consciousness, they can choose student-centered activities accordingly. Third, we should consider the characteristics and scope of application of specific educational management methods. For example, methods such as normative restriction and public opinion adjustment are more suitable for classes with better development in all aspects and higher level of students' understanding, but they are difficult to work for classes with insufficient righteousness. In addition, we should also consider the conditions of class education managers and the constraints of specific education management environment, try our best to foster strengths and avoid weaknesses, and optimize the functions of education management methods. 5. The choice of form The choice of what form to use for class education management activities is mainly to consider whether the form adopted is conducive to stimulating students' enthusiasm, mobilizing students' initiative and enthusiasm, and is conducive to the completion of educational management tasks and the realization of goals. In order to improve the efficiency of class education management and optimize the effect of education management, we should pay attention to the organic combination of collective education and individual education, and the combination of class education management and students' self-education management in the process of education management, so as to better realize class goals. At the same time, pay attention to the positive or negative influence of specific forms on other factors in the process of education management, and determine the appropriate forms of education management through analysis and comparison, so that the class education management activities can be carried out in an orderly manner. The purpose of the above five aspects is to make a practical plan for class development, ensure that class development has a clear direction and a feasible plan, so as to enhance the consciousness of class training and reduce blindness. Grasp the key points of construction and optimize the development strategy. Class collective construction should be based on the reality of class development, highlight the key points and keys of each development stage, and optimize class development. 1. Cultivation of class spirit and collective consciousness. Collective consciousness is a sign that a class develops into a class collective, and cultivating students' collective consciousness is the basis of building an excellent class collective. Collective consciousness is manifested in students' recognition of class collective goals and norms, their conscious attribution to class collective, their conscious participation in class collective activities and their conscious maintenance of class collective image. Students' class collective consciousness plays an important role in the completion of class tasks, the realization of development goals, the formation of students' good behavior habits and the enhancement of class cohesion. To cultivate class spirit and collective consciousness, we should first pay attention to improving students' understanding level and unifying students' thoughts. Through organizing activities such as study, discussion and discussion, we can guide students to analyze what happened in class, distinguish right from wrong, improve students' judgment ability and make the solution of classroom problems widely recognized by students. Secondly, pay attention to cultivating students' independent spirit and make them the masters of the class. In class management, fully respect students' subjective personality, trust students, and encourage students to actively participate in and discuss state affairs. Thirdly, cultivate students' overall concept, guide students to correctly handle the relationship between individuals and collectives, and guide students to care about collectives, classmates, unity and cooperation and common development. 2. The establishment and improvement of rules and regulations The establishment and improvement of class rules and regulations not only provide students with the basic criteria for participating in class activities and handling class affairs, but also provide students with the basic behavior patterns and standards for evaluating themselves and others, so that the words and deeds of class students can be followed by rules and evidence. This is an important means to cultivate students' awareness of democracy and legal system, cultivate students' habit of obeying laws and regulations, and also an important strategy to improve the efficiency and optimize the effect of class education management. Generally speaking, class rules and regulations include learning system, health rotation system, attendance registration system, classroom discipline system, evaluation system, democratic deliberation system and various post responsibility systems. To make class rules, we must first guide students to understand the necessity of making class rules. Experienced teachers often attach importance to guiding students to participate in the formulation of class rules in the early stage of class formation, so that the process of formulating class rules becomes a process of improving students' understanding and cognition of class rules. The formulation of class rules should emphasize "from students to students", which should be discussed and revised by the whole class, passed by the class meeting and promulgated and implemented. Class rules formulated through such procedures can represent students' viewpoints, reflect students' thoughts, and play a better role in guiding and coordinating students' words and deeds. Secondly, the formulation of class rules should reflect comprehensiveness, feasibility and operability, that is, the formulation of class rules should pay full attention to students' study and life, consider providing reference models and evaluation standards for students' behaviors in all aspects, and make clear provisions on students' roles and responsibilities. The expression of class rules should be as specific, clear and operable as possible, which is convenient for supervision and implementation. For example, Wei Shusheng instructs students to make daily routine, weekly routine, monthly routine, semester routine, school year routine and the responsibilities of each post, so that students can clearly know what to do and how to do it within the specified time, which reduces the blindness of students' actions. Thirdly, pay attention to the implementation of regular inspection and evaluation rules and regulations, and promote the formation of students' correct behavior habits through regular inspection and evaluation and reward and punishment activities. 3. The establishment of organizational structure and the cultivation of class core strength. Establishing a reasonable class organization structure and cultivating the core strength of the class are important conditions for the efficient and orderly development of class work and important strategies for cultivating class collectives. Class organization can be established according to the actual situation of class development and the need to complete specific tasks. For example, some class teachers, in the initial stage of students' classes, are not in a hurry to establish a general organization and set up class management positions. Instead, they guide students to know what positions the class needs and what positions they are suitable for, and then on the basis of students' practical experience for a period of time, determine what positions to set up and clarify the corresponding responsibilities of the positions. The class management organization set up in this way is more in line with students' reality, and also enables students to exercise and grow by undertaking corresponding work. Class cadres are the important core strength of the class, and the selection and training of class cadres have an important influence and role on the formation and development of class collectives. The head teacher can organize students to recommend themselves in the early stage of class formation, and then the students will hold elections. Generally speaking, the cadres elected in this way will have high prestige among the students, cherish this exercise opportunity and serve the students wholeheartedly. At the same time, create as many opportunities as possible, so that more students can find their roles in the class and everyone can realize that they are an indispensable member of the class. This is not only conducive to fully mobilizing the enthusiasm of class students, stimulating their potential, giving them a stage to show their talents, so that they can get exercise in practice, but also conducive to enhancing their collective consciousness, sense of belonging and sense of responsibility for serving the class collectively. To train student cadres, we should pay attention to helping them establish a multi-level role consciousness. Class cadres are both class managers and managed. They should learn to deal with the relationship with their classmates, establish a sense of service and dedication, make it clear that serving classes and classmates is the duty and responsibility of every class cadre, and make use of various opportunities to promote their own development in serving classes and classmates. In addition, the class teacher should pay attention to prevent the class cadres from becoming the patents of some students, so that as many students as possible have the opportunity to serve the class and classmates. Taking turns as "The monitor on duty" and "class teacher on duty" are both forms worth learning. 4. Class culture construction and correct public opinion guidance
Class culture
Class culture is a cultural environment and psychological atmosphere that affects the formation of class members' value expectations, concepts, thinking patterns and behavior patterns, and belongs to an important part of school culture. Specifically, class culture is a series of common psychological trends and materialized expressions, such as ideals and beliefs, value orientation, ethics, thinking mode, emotional attitude, aesthetic taste, behavior mode and learning method, which are gradually formed, accumulated and condensed by class members (including students and teachers) in the process of class development and life. Class culture is the soil and nutrient source for students' personality development. A healthy class culture can play a positive role in the formation and development of students' sound personality, so that students can learn to be responsible, caring, law-abiding and learn to cooperate and coordinate under the influence of correct value orientation, sound rules and regulations, good interpersonal relationship and psychological atmosphere in the class. Therefore, the construction of class culture is an important force affecting the collective development of classes. First of all, we should pay attention to designing the activity system of ideological education purposefully and planned according to the educational policy and the specific training objectives of the school, guide students to gradually establish a correct outlook on life, values and morality, cultivate students' collective consciousness, collective sense of honor and responsibility, and lay a good ideological foundation for the development of class culture. Secondly, we should pay attention to the cultivation of the correct public opinion environment in the class, give play to the regulatory role of the system, clarify the significance of establishing rules and regulations and the necessity of implementing them by guiding students to carry out discussions and symposiums, create an atmosphere that encourages students to consciously implement rules and regulations, form a public opinion atmosphere of "ruling the class according to law" and "obeying the law", and promote the formation of students' correct behavior habits. Thirdly, it emphasizes the cultural connotation endowed by the class's material environment and exerts an edifying effect on the class students. For example, in the construction of class environment, some class teachers have built the class into a scholarly environment through activities such as "planting ancient poetry trees, strolling through the poetry forest", "building a book corner, wandering around the sea of books" and "creating a reading garden and reading classics", which has led students to feel the pleasure of reading, shared the harvest of reading and greatly promoted the formation of students' reading habits.
5. Optimization of class interpersonal relationship Good class interpersonal relationship and harmonious class psychological atmosphere are of great significance to the formation and development of class collectives and have a far-reaching impact on the healthy growth of individual students. Therefore, in the process of class education management, we should cultivate good interpersonal relationships to form a relaxed, happy and harmonious psychological atmosphere, and create a good environment for the formation and development of class collectives and the healthy growth of individual students. First of all, it is necessary to create an activity situation conducive to class interpersonal communication, guide class members' communicative activities, help students learn to coordinate interpersonal relationships, and guide students to learn to treat others sincerely, help each other, support each other, unite and cooperate, and correctly handle the relationship between competition and cooperation, so that classes can form a good moral atmosphere of "all for the collective and all for the collective". For example, when there are contradictions between classmates, learn to put yourself in the other's shoes and think about the problem from the other's standpoint, so as to solve the problem better. Secondly, pay attention to cultivating students' common interests and hobbies, so that students can have more exchanges and enhance the attraction and influence of class collectives on students. Thirdly, guide students to treat the informal groups in the class correctly, create conditions for the positive informal groups to play a better role, and at the same time, make use of the situation to guide the middle and negative informal groups to transform into positive aspects and promote the overall progress of the class. The following examples can provide reference for us to educate and guide informal groups in classes and optimize interpersonal relationships in classes.
6. The cultivation of class self-education management ability The improvement and strengthening of class self-education management ability is helpful to promote the virtuous circle of high-quality development of class collective and individual students. Therefore, improving the class self-education management ability is a focus of the class teacher's work. In the process of class collective construction, we should first pay attention to stimulating students' awareness of self-development, self-improvement and self-management, which is the basis and motivation for the continuous development and improvement of students' quality and an important condition for class collective development. Many excellent class teachers guide students through diaries, weekly diaries, class daily newspapers and blackboard newspapers. Or put forward reasonable suggestions for class construction, or evaluate your own behavior and make corresponding adjustments in time. These are all experiences worth learning. Secondly, pay attention to the regulation of class collective self-education management. On the one hand, special activities can be carried out to help students improve their self-education management control during the activities. For example, organizing students to carry out theme activities such as "No Criticism Week", "Healing Patients Week", "Democratic Life Meeting", "Debate Contest" and "Debate Contest" will play a very good role in strengthening students' awareness of self-education management, improving students' ability to participate in class education management, and improving students' consciousness, right and wrong judgment and self-reflection ability. On the other hand, in the daily life of the class, we should pay attention to the improvement of students' self-education, management and control, and help the class students develop the habit of self-reflection frequently. For example, some class teachers organize students to carry out class activities such as "class image design", "I find the gap for myself" and "ideal self-image" to guide students to correctly understand and evaluate themselves and adjust their development direction. Third, establish and improve the management mechanism of class self-education. On the one hand, establish relevant systems to ensure the effective development of class self-education management activities. For example, some class teachers organize students to establish a "democratic deliberation system" and a "democratic life meeting system", regularly organize class students to discuss, formulate and improve class development plans or specific activity plans, provide students with opportunities for democratic deliberation and independent management of classes, and strengthen students' awareness of self-education management. On the other hand, through the establishment of a certain inspection and supervision system, students are guided to carry out criticism and self-criticism activities, and students are encouraged to reflect on themselves and sum up and improve. In addition, we can also strengthen the information exchange and feedback of the class by establishing the incentive mechanism of the class and establishing the class forum, so as to provide students with learning and learning experience and guide them to feel the happiness of overcoming and surpassing themselves.