I think that in the process of grasping class construction and establishing a good class spirit, the class teacher is the dominant and the students are the main body. We must give full play to students' main role, arouse their enthusiasm and make them realize that individuals have unshirkable responsibilities in class construction. With this sense of responsibility, students will have a strong internal drive, stimulate a desire for self-improvement, and gradually change from "heteronomy" to "self-discipline" to form a good class atmosphere. So, how to give full play to students' main role?
First, cultivate students' sense of ownership and collective honor in the activities.
Group activities are common activities that students participate in to achieve common goals consistent with personal goals. The activity itself has a strong purpose and is an important way to achieve it. Group activities provide students with opportunities to express themselves, so that their intelligence can be brought into play, their specialties can be displayed, and their desire to express can be satisfied. At the same time, they also build a bridge for students to understand each other, tolerate each other and help each other. Activities inspire their enthusiasm for progress, their personality is respected, and their sense of participation and ownership is greatly strengthened. This year, my classmate Chen Qiaoduo, Class 7, Grade 3, is never late for duty and cleaning. He is conscientious and helpful. The most precious thing is that whenever there is paper at the door of the classroom, she can pick it up at any time after seeing it. From it, I saw that she cared about the good quality of the love group, and her actions influenced other students in the class. It has become a common practice to keep clean and take the initiative to work in the class. Xu Jing herself drove her to work in other places.
"Morning check-up", a position that belongs to the "patent" of the class teacher, has become a short group activity time, and cadres preside over discussions on some hot topics such as class, school society and so on. Hou and Hou Xiaofeng are just ordinary students, but they actively participate and cultivate a sense of ownership through activities. They become active, bold and confident, and their ideological level and oral expression ability have been significantly improved.
Second, in class construction, establish an equal and harmonious relationship between teachers and students.
The work of class teachers should adapt to the characteristics of students' physical and mental development and determine the people-oriented educational thought. The head teacher should care and cherish every student, respect every student's personality, treat every student equally, create a harmonious class atmosphere, and let every student really feel the warmth from the heart of the group. This harmonious and healthy atmosphere exerts a subtle influence on students. Psychological research has proved that the friendship and feelings between people have an extremely important influence on the exchange of ideas. It can be seen that good class spirit and teacher-student relationship play a considerable role in the formation of students' thinking and class spirit. I pay attention to creating this kind of atmosphere in class construction. It can be said that while students are loved and loved, they enhance their friendship and further sublimate the harmonious atmosphere of the class. This kind of emotional experience will become the internal driving force of students' good moral behavior and good class spirit.
Treat individual students and let them feel the sincerity of the teacher. Once, because the teacher was late for class, several students were late after the second class. I was angry and didn't ask why. I severely criticized them in front of the whole class and let them get to know each other after school. Afterwards, I reflected on my uncertain attitude. When these students came to the office with discontent and resistance after school, to their surprise, I made self-criticism first. They saw my sincere attitude and said sincerely, "We are sincere. In an atmosphere of mutual understanding and harmony, teachers and students resolve conflicts. In this atmosphere, whenever students make mistakes in class, they can take the initiative to take responsibility and take active measures to make up for them. Over time, there is no market for the bad style of work in the class, and everyone has a kind of self-discipline, which gradually turns "what I want to do" into "what I want to do", which restricts and changes the behavior mode of students, and a stable and positive class style will continue to form.
Third, give full play to students' self-education function and let them manage themselves.
Traditional class management mainly uses dogmatic system to restrain students, and the head teacher is
The core of management is "super nanny" to supervise students in all directions. Students are lively and mischievous by nature, and there may be wisdom and creativity behind them. However, under the supervision of the class teacher, students bow to the teacher and obey the rules, and their nature is stifled.
The famous educator Suhomlinski said: "Only education that can inspire students to carry out self-education is the real education." The head teacher should adhere to the principle of "persuasion first, indoctrination second" in class work, and change "centralized" preaching into "centralized" analysis, so that students can learn since the enlightenment. In addition, according to students' psychological characteristics, self-management mode is established and students are managed by various methods. In management, the class teacher plays a guiding role. I deeply feel that education should not be simple and rude, but should be guided by the situation. At the same time, we should give students free space for self-management and self-education, guide them to correct their shortcomings, and consolidate a good class atmosphere.
In short, in class construction, the head teacher should give full play to the potential of each student, mobilize the subjectivity of students' participation, form a joint force of education, and make the members of the collective closely United, thus forming a good class spirit.
The so-called student-oriented view refers to giving full play to students' main role in the management process, rather than just taking them as management objects. However, many class teachers failed to establish this point ideologically. Put students on the opposite side of management in management, pursue authority, stylization and unification in management, require students to obey orders unconditionally, and replace students' autonomy with imperative and imperative. The class atmosphere is lifeless, with no activities and no fun. Even with activities arranged by teachers, students are always in a passive position. As we all know, the purpose of management is to promote students' socialization, that is, to promote students to know, understand and adapt to society. This is a very complicated process, and it is far from enough to rely solely on the management of the class teacher, and it may even have negative effects, such as decreased sense of responsibility, reduced self-control and enhanced rebellious psychology. Dialectical materialism tells us that external cause is only the condition of change, internal cause is the basis of change, and external cause can only work through internal cause. Therefore, the head teacher "should attach importance to students' initiative and cultivate students' ability of self-education and self-management" (Outline of Moral Education in Middle Schools).
First, we should have a democratic spirit and practice democratic management. As Wei Shusheng said, democratic management means that most people participate in politics, decision-making and complicated work in a certain sense. The premise of implementing democratic management is to respect students, treat students equally, be both teachers and friends, and establish a new relationship between teachers and students. At present, middle school students don't want to tell the truth to the class teacher, because some teachers always appear as managers.
Second, fully mobilize the enthusiasm of each student to participate in the management, respect each student's opinions in the work, and don't pay more attention to the top, so that students feel that they are the masters of the class. At the same time, some measures can be taken, such as jointly formulating the class management system and implementing the rotation system of class leaders to enhance students' sense of ownership of the class.
Third, guide students to manage. Students are the main body of the class, but after all, they are students and educatees. To turn the social requirements into their qualities, we need the education and guidance of class teachers, such as guiding students to manage themselves and others correctly and how to participate in class management.
Fourth, let students organize their own activities and work independently. Teachers give timely guidance to cultivate students' organizational ability. There are also some students with poor self-control, who also give up a blank in management and let them manage themselves to cultivate their self-control.
We advocate that moral education should give full play to students' main role. The theoretical basis is as follows: 1. Marxist theory of contradictory movement: external cause is the condition of change, and internal cause is the basis of change. Teachers' educational activities are external causes, while students' ideological contradictions are internal causes. 2. Pedagogy's viewpoint on the laws and principles of education: Education is an activity to cultivate people according to social requirements, and the transformation of social moral requirements into students' moral quality is bound to be restricted by the laws of students' physical and mental development and other non-intellectual factors. The third is the requirement of implementing quality education: it is an important principle of quality education to let students develop actively.
How to give full play to students' main role in moral education, we think the key is to build a student-centered moral education system.
L, explore the law of moral education that is compatible with the law of students' physical and mental development and can effectively play the main role of students. (1) makes the content of moral education concrete. Decompose and refine the instructions of the party and the state on moral education in schools and the moral education content stipulated in the Outline of Moral Education in Middle Schools into operable educational content that can reflect the characteristics of schools and implement it every semester. (2) Hierarchical development goals. Students' ideological and moral qualities are different. It is obviously unrealistic to ask a student whose ideological and moral qualities stay at the level of "I don't interfere in others" to help others. We divide the goal of moral education into three levels, and each level has set specific requirements to achieve, teaching students in accordance with their aptitude. (3) phased personal progress. We help students to decompose and grade their goals, and correctly construct phased goals, so that every success, even a small success, will give students confidence, and let students use self-confidence to ignite the spark of their desire for progress and generate the motivation for continuous progress. (4) Make moral education activities independent. Give students every moral education activity prepared by the school and its purpose requirements, let students conceive and design, let students undertake and preside, let students summarize and improve, give students more space, and let everyone participate and benefit.
2. Establish a moral education operation mechanism that is conducive to giving full play to students' main role. (1) Formulate the educational principles for all teachers. Standardizing the teaching behavior of all moral education teachers requires teachers to guide, coach and supervise students to actively participate in moral education activities, learn to be a man and do things, and enhance their sense of autonomy in line with the principles of respect, understanding, democracy and encouragement. (2) Implement the rotation system for student cadres. The implementation of cadre rotation can enable more students to realize their desire to be cadres and serve the people, get equal exercise opportunities, cultivate their subjective ability and give full play to their respective strengths. (3) Construct incentive measures for all students. In order to encourage students to actively participate in and express themselves, we have taken some measures to promote the autonomy of moral education activities, such as setting up moral education activity design awards, cadre independent management awards and other related awards.
3. Improve the moral education evaluation system that is suitable for the moral education method and operation mechanism. It is necessary to establish an all-round, multi-level and operable evaluation system. The basic idea is: evaluation should pay attention to both results and processes, both students and teachers; Methods There are qualitative and quantitative combination, overall rest and stage combination, self-evaluation and mutual evaluation combination, school and family and society combination.
Class meeting is an effective way to implement quality education in schools, an organizational form of moral education in schools, and the main position for the work of class teachers. Therefore, the class teacher must inspire and guide the students to get rid of the passive position of receiving education at the class meeting, and let the students become the main body of self-education. So, how can we make students become the main body of the class meeting?
Summing up the previous class meeting activities, we will find that there are some problems in the class meeting class that ignore the students' main role, which are mainly manifested in: First, the mistakes in determining and adopting the theme. The theme is often decided by the class teacher himself, which makes the theme of the class meeting too broad and empty or conforms to the grade characteristics but not to the students' ideological reality. Students always feel that they have nothing to do with themselves, are far away from themselves, and lose interest in participating. The second is to adopt formal loopholes. Because the class teacher is usually busy and has no time to prepare for the class meeting, he often adopts the reasoning method of full house irrigation. As a result, most students can't concentrate on the class for a long time and get distracted. When you are bored, you don't even listen to any opinions of the class teacher, which leads to rebellious psychology, which runs counter to the original intention of the class teacher's education. The third is to adopt various methods. The form of full participation of student organizations mobilized students' enthusiasm, but ignored the breadth and depth of students' educational ideological content, thus weakening the intensity of education.
In view of the above phenomenon, in order to make students become the main body of the class meeting and give full play to the maximum educational effect of the class meeting, the author thinks the following methods are better:
First, determine the theme of the class meeting. The theme of class meeting should be determined not only according to the moral education goal of grade, but also according to the characteristics of individual combination of class.
Secondly, the form and method of class meeting should be vivid, novel and colorful according to the age and psychological characteristics of students and the actual situation of the class, so as to satisfy students' desire to participate. For example, when a class meeting is held in the form of reasoning, the class teacher can also use skills to combine multimedia in the form of reports, conversations, discussions, seminars and explanations to explain the truth in a simple way and attract students' attention. For all kinds of class meeting activities, the key to success or failure lies in preparation: the class teacher or monitor should first mobilize the whole class, take the group as a unit, the group leader is responsible, and each member makes suggestions. Then the monitor and activists are responsible for selecting the topic, determining the form and method, and other students collect information together. Finally, the class teacher gives reference opinions on the parts that have nothing to do with the theme or need to be deepened, which can not only deepen the theme, but also ensure the quality. In addition, we should also consider the interests and specialties of students in this class, fully do the ideological work of "middle-level" students, let them try to participate, cultivate and tap their potential.
In short, in order to give full play to students' main role in the class meeting, we should discuss and prepare together with students to give full play to students' autonomy and creativity, whether determining the theme or adopting the form. This process can make students interested in participating, make them more willing to accept the content of the class meeting, enjoy their own "labor results" in the class meeting, and make their thoughts truly touched and become the main body of the class meeting.
Traditional class management lacks the guidance of scientific theory, and class teachers are generally subjective and arbitrary. Or mandatory orders, or paternalistic words must be trained; Or nanny-style supervision, not giving students a little freedom. For a long time, our class teacher got up early and was greedy for the dark, and he had to take care of all the details of class work. On the one hand, this management method makes the class teacher busy and unable to improve himself; On the other hand, this "nanny-style" management ignores students' subjectivity and suppresses students' autonomy, self-rationality and autonomy, which is not conducive to the cultivation of modern people's quality.
Modern management theory holds that only by implementing full staff management can we give full play to our overall strength and improve our personality, enthusiasm and quality. Only by confirming students' status, rights and obligations in the class collective and letting them truly enjoy the rights of democracy, equality and freedom can we arouse students' sense of responsibility, mission and obligation, give full play to students' main role, and make the class collective a spiritual paradise for students to educate themselves and strive for success. Therefore, I think the traditional "nanny-style" class management model must be fundamentally changed to meet the requirements of quality education. Let every student participate in class management, students will realize that they are a member of the collective, really care about the collective, care about others and care about themselves, thus promoting students' independent development.
How to give full play to students' main role in class collective construction? In recent years, I have explored the following aspects.
First, guide students to set goals and cultivate their independent spirit.
Setting goals is the premise of class management, and students' independent spirit is the soul of class management. Every student is the master of class management, both the managed and the manager. Therefore, as a class teacher, we should first update the management concept ideologically, confirm each student's dominant position, rights and obligations in the class, respect students' personality and individuality, strengthen the education of independent consciousness and democratic consciousness, and take "I am the master of class management" as the main line to guide students to participate in the formulation of class management objectives.
1, the formulation of the overall class goal
When making class management goals, each student is required to make suggestions as the master, organize them to study and discuss, and jointly work out the overall goals suitable for the actual class. The establishment of management goals, on the one hand, should let students with the right to use not only see the direction of progress, but also make it clear that the realization of goals is the sum of each individual's efforts; On the other hand, students should also see that the goal is very high and can be achieved, but it must be achieved through hard work. The process of setting management objectives is a process of self-education and self-motivation for students.
2. Guide students to set decomposition goals.
The decomposition target is divided into two aspects: horizontal and vertical.
(1) horizontal target. The extension of horizontal goals involves learning style, organizational discipline, class style and class capacity. Quantify each goal and turn soft tasks into hard indicators that can be detected. In our class, each group discusses and formulates learning goals, discipline goals, waiting team goals and inter-group competitions to stimulate students' potential. The situation of each level is recorded by a special person and counted once a month to judge the winning group. At the end of the period, judge the best group according to the goal.
(2) vertical goals. The vertical goal means that the "horizontal goal" must be clearly designed to meet the specific standards of different periods and stages. For example, two months before the meeting, I organized students in my class to discuss the goal of reaching the standard: first, the grade group should strive for one guarantee and two guarantees; Secondly, guide students to set personal goals according to their actual physique; Finally, guide students to discuss how to achieve personal and class goals and make personal training plans. As a result, the whole class achieved the goal, and some even exceeded it. The number of outstanding people increased from 7 to 13. Two male students, in particular, are more excited because they have taken off the hat of failure.
Through the formulation and practice of the goal of participating in politics, students have strengthened their sense of ownership, internalized the goal of class management into students' conscious actions, and laid the foundation for class management.
Second, establish a class self-management organization to cultivate students' management ability.
The daily management of class is a whole educational project. Only by mobilizing students' positive factors can we form a joint force and jointly build a self-management mechanism for students. Therefore, the head teacher must try his best to build a student self-management system, set up various posts for students, and let every student have the opportunity to "govern", serve his classmates, exercise himself, express himself and improve himself.
1, establish the duty week system. Choose a student as a "little teacher on duty" every week. Teacher Zhou is fully responsible for what happens in class. Morning meetings, theme classes, team meetings and other activities are only inspired and guided by teachers, and students do it themselves from scheme design, organizational preparation to hosting activities and summarizing and evaluating. The teacher on duty is also responsible for recording class affairs magazines and checking the work of class cadres. This greatly stimulated the initiative of students' clothing and cultivated their talents. The self-management of the team has been strengthened, and the class collective has become increasingly United.
2. Reform the election method of class cadres. The former class cadre election is nominated by students and passed by a show of hands. There are often some students who have been chosen as cadres because they have been obedient and bold since primary school. Later, because of work experience and certain organizational and management skills, most students lost the opportunity to exercise from the first grade until graduation. In order to give more students the opportunity to be cadres, I adopt the method of regular rotation of cadres. Class cadres are selected from students who have never served in the army. Students recommend themselves to make campaign speeches, and then students vote by secret ballot and hold democratic elections to form class committees. This will not only provide more students with opportunities for exercise, but also help student cadres to step onto the society in the future, straighten out the position of individuals and collectives, and correctly handle the relationship between individuals and careers.
The duty of the class cadre is to assist the small teacher on duty to manage the class, check the work of each management team, and record the inspection.
3. Establish several management teams. According to the specific requirements of class management, several management groups are set up in the class. Each management team has clear responsibilities, which are to supervise students' daily behavior norms and maintain class discipline order respectively. Such as the road team-responsible for queuing after school and discipline on the way home; Health group-responsible for cleaning classrooms and contract areas and checking personal hygiene; Inter-class discipline group-responsible for the inspection of inter-class discipline and helping to solve contradictions among students.
After the establishment of each management team, the post responsibilities of each group are clear and the team leader is responsible. The team leader works once a week and is responsible for recording the inspection on that day.
The establishment of students' self-management organization strengthens students' self-management, but in the process of implementation, the guidance of teachers can not be ignored. In order to regulate the operation of the whole class management mechanism, we must give full play to the "locomotive" role of class cadres. The head teacher can divide the daily work of the class into several parts, such as study, health and discipline, and each part is in the charge of a classmate. Every day after school, the leaders of each management group report to their class teachers, who report to the little teachers on duty. The teacher on duty sorts out the reports of the students in charge and reports to the class teacher.
Huayang, a self-management mechanism with various forms, everyone participating and performing their duties, enables students to learn self-management and self-education, and their sense of autonomy is obviously improved. At the same time, it also provides opportunities and conditions for each student to participate in management, so that they can find a satisfactory position in the class, play a successful role and promote the improvement of the overall quality.
Third, carry out colorful class and team activities to improve students' autonomy.
Class activities are a bridge to achieve the goal of class management, an intermediary to promote class collective construction, and a paradise for students to display their talents. Mr. Ye Shengtao once said; "Anything that belongs to habit may not be useful to repeat. As the saying goes, to swim, you must get into the water. Therefore, the teacher's task is to guide students into the water and practice swimming skills in practical and effective ways. " Therefore, the head teacher must guide students to design and carry out colorful class activities according to the class management objectives.