As the basic unit of school management, class is a small group, and management certainly plays an important role. The following is what I collected for you. Welcome to read the reference!

1 on class management in secondary vocational schools

The head teacher is the most basic manager, and his work is complicated. In class management, it is necessary to sort out the clues and distinguish the key points. This paper analyzes the class management of secondary vocational schools from four aspects: setting goals, building teams, promoting class spirit and building bridges, combining the management practice of class teachers and the reality of secondary vocational students.

Keywords:: secondary vocational class management

First, establish goals and form a joint force for class development.

Set class development goals and grasp the direction of collective procedures.

Class construction is a process of collective continuous improvement. In the target management of class organization, we should first pay attention to improving the overall development level of the class, set the overall goal of class development, and grasp the direction of class development from a macro perspective. Through the orientation of the general goal of the class, students' sense of identity and belonging to the class is enhanced, and the sense of ownership of class management is strengthened; Through the task orientation of the overall goal of the class, the strength of the students in the class is condensed, and the resultant force of the class development is formed, "exerting strength in one place"; Through the effect orientation of the overall goal of the class, students' awareness of learning and self-discipline is cultivated, and "passive learning" is changed into "active learning".

According to the differences of students' learning characteristics, tasks and training directions in secondary vocational schools, the setting of class general objectives should implement the training policy of "service-oriented, employment-oriented, and ability-oriented" in secondary vocational schools, pay attention to content and promote it at different levels. For example, students in secondary vocational schools mainly learn basic knowledge in the first year of high school, and the overall goal of the class should pay more attention to learning, guide students to consolidate basic theoretical knowledge, strengthen professional awareness, and lay a theoretical foundation for professional skills training; The second grade mainly studies professional skills, and the overall goal of the class should focus on skill training, guide students to practice basic skills diligently, form professional literacy, improve professional skills, cultivate employability, and prepare for internship and employment; The third grade is the internship stage. The overall goal of the class should focus on the change of ideas and skills, help students adapt to the change from "school person" to "social person" and from "simulated practice" to "real workplace" environment, guide students to constantly hone their professional knowledge and skills in work practice, cultivate their core competitiveness in the workplace and enhance their social survival skills. Through the gradual progress of the overall goal of the class, the talent training goal of "thick foundation, high quality and fine skills" in secondary vocational schools can be truly realized.

Second, build personality development goals and establish personal self-identity.

In class goal management, we should pay attention to cultivating students' personality development goals and create conditions and environments conducive to achieving personal development goals. The age of students in secondary vocational schools ranges from 16 to 18. From the perspective of developmental psychology, this age belongs to early adolescence, and cultivating self-awareness and establishing self-identity is an important development task for adolescents at this stage. Class management should respect students' personality development on the basis of macro-grasping the * * * nature of class development goals. For students in secondary vocational schools, the head teacher should pay attention to the psychological characteristics of young students and carefully plan their personality development goals according to the personality, interests, specialties, learning characteristics and career planning of each class member. Create favorable environment, create favorable conditions in time to protect students' personal goals, and constantly strengthen their sense of goals in practical activities, thus increasing students' learning consciousness and enhancing their sense of self-identity, collective belonging and class honor. Students establish self-identity in the realization of personal goals, complete the integration of "ideal me" and "real me", and then promote the realization of the overall goal of the class.

Second, build a team and establish class-level management.

Class cadres are the bridge and link between students and class teachers, and they are the right-hand man of class teachers. As organizers, the class cadres of secondary vocational school students help teachers manage their classmates. In the process of self-management and managing others, we can better cultivate civic awareness and strengthen our own organizational ability, leadership ability, collective cooperation ability and emergency handling ability. The cultivation of these abilities will help them adapt to the challenges of workplace and social competition as soon as possible. Two problems should be paid attention to in training and appointing class cadres for class management:

First of all, as far as the employment standards are concerned, the development of students' ability should be the direction. Marxist philosophy holds that problems should be viewed from the viewpoint of connection, development and change, which means that students should be evaluated in a dynamic process. Students in secondary vocational schools have different abilities because of their growing background and personality characteristics. Therefore, the selection of class cadres should not be based on the static standard of students' ability, but on the dynamic standard of students' ability development. For students with strong explicit abilities such as organization and management, their specialties and abilities can be reflected through the positions of class cadres; For students who have strong hidden ability in organization and management, but have a strong desire to be class cadres, they can cultivate their self-confidence, stimulate their potential and develop themselves through the cooperation of class cadres and student assistants.

Secondly, in the way of appointment, the class cadre rotation system is implemented. The party's report proposes to further promote educational equity. In class management, the implementation of class cadre rotation system to ensure the fairness of students' enjoyment of educational resources and equal exercise opportunities is essentially the embodiment of practicing educational fairness. The rotation time of class cadres should be reasonably grasped according to the actual situation of the class: too short time is easy to dispel the enthusiasm of students and lead to "going through the motions" in ability training; Too long time is easy to reduce students' participation, which leads to the limitation of "leaning to a few people" in the display of ability. Therefore, the rotation system of class cadres should not only ensure the participation of students as class cadres, but also ensure the qualitative improvement of students' ability as class cadres. Let most students develop their self-awareness and democratic awareness through the role of cadres, cultivate the spirit of ownership and service to others, and enhance their sense of responsibility and collective honor.

Third, carry forward the class spirit and create a good class atmosphere.

Class spirit is the same tendency in speech, emotion and action formed by class organization in the long-term construction, and it is a comprehensive reflection of students' mental outlook in terms of thought, morality, interpersonal relationship and public opinion. Extracurricular is a reflection of the image; In the class, it is standardized shaping. The construction of class spirit is essentially the construction of an environmental atmosphere, which is conducive to enhancing students' recognition of the class and their own roles, and establishing a sense of love, pride and belonging to the collective. The construction of class style can be carried out in two aspects:

The first is to create a positive and learning atmosphere. Students in secondary vocational schools are generally not interested in learning. As a class teacher, we can guide students to study independently and cooperatively by establishing learning interest groups and learning assistance groups in the class, so as to improve students' learning enthusiasm, master correct learning methods, develop good study habits and effectively complete learning tasks. When students experience the "happiness of success" in learning, they gradually improve their self-consciousness and self-confidence in learning and the initiative and mutual trust in interpersonal communication, thus gradually establishing an "open, mutual trust, positive and harmonious" democratic learning atmosphere.

The second is to establish a harmonious cultural atmosphere. The cultural atmosphere of the class has a lasting and long-term influence on students' physical and mental development. It is a way of life created by teachers and students in the class, which can cultivate students' mind and enhance their sense of identity and belonging to the class. In class management, collective warmth and class harmony can be infiltrated by collecting class slogans, setting up learning gardens, setting up honor lists, showing excellent homework, designing wall newspapers, and arranging "heart-to-heart walls", so that students' personal feelings can be expressed and their sense of collective honor can be improved. Fourth, build bridges to improve the quality of class management.

In addition to managing the class work, most class teachers in secondary vocational schools also shoulder heavy teaching tasks, and the class management work is basically completed in their spare time. Teachers often have to deal with class affairs, which affects normal teaching work and work mood, is not conducive to the establishment of a harmonious relationship between teachers and students, and also sets many obstacles for the management of class teachers.

Students in secondary vocational schools lack basic knowledge of culture, interest in learning and sense of purpose in their study and life. Therefore, in view of the current situation of secondary vocational school students' passive learning, it is necessary to strengthen the contact with the class teacher as a class teacher. By cooperating with the work of the class teacher, * * * can change students' learning attitude, stimulate their interest in learning, urge them to complete their tasks and improve their professional skills.

Actively communicate with teachers and get to know students in many ways.

The work of the class teacher is complicated, and the work is basically done after school. As for the situation of students in the classroom, we need to know more about it through teachers. Therefore, in class management, we should be good at using external forces to make teachers become "assistants" of class teachers.

As a class teacher, we should actively communicate with teachers in all subjects in time: understand classroom discipline, students' learning attitude, learning level, learning effect, etc., and deal with and follow up classroom problems reflected by teachers in time to ensure the normal course teaching. At the same time, the head teacher can discuss with the teachers of various subjects how to stimulate the learning enthusiasm of some students who are tired of learning and help them improve their learning quality. The head teacher should skillfully convey the teacher's evaluation of the students. Students want to be praised. If the head teacher indirectly conveys the teacher's praise to them, they will like this course to a greater extent. The "double praise" of class teachers and teachers can enhance students' initiative and consciousness in learning.

Second, cooperate with the work of subject teachers to improve the teaching quality.

From the perspective of teaching management, the head teacher is a "bridge" between teachers and students. The head teacher is assisting the teachers. First of all, we should establish the concept that students respect teachers in the class. Good course teaching is based on mutual respect between teachers and students. Secondly, in the teaching process, the class teacher should actively cooperate with the subject teachers, supervise the completion of students' homework and ensure the quality of classroom learning. At the same time, for students' feedback, teachers can communicate with teachers in this subject in time, so that teachers can effectively grasp students' learning attitudes and effects in the classroom. In class management, only by uniting the strength of teachers can we achieve the goal of managing the class well.

refer to

[1] 12 national key normal universities jointly compiled. Fundamentals of pedagogy, second edition [M]. Beijing: Science Education Press, 2008.

[2] China Employment Training Technical Guidance Center. China Mental Health Association. Basic knowledge of psychological counselors [M]. Beijing: Ethnic Publishing House, 20 1 1.

[3] Huang Caifu. Grasp five links. Improve the art of class management in secondary vocational schools [J]. Henan education and teaching management.

[4] Chen Xiaoping. On the innovation of class management of class teachers in secondary vocational schools. Educational time and space, 2011:119-120.

& gt& gt& gt The next page will bring more.