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.