In the usual study and work, everyone must have been exposed to papers, and writing papers can cultivate our scientific research ability. So, how to write a paper? The following is my carefully organized research paper on the problems and countermeasures of class management, for reference only. Let's have a look.

Class management is a comprehensive activity in which the class teacher adopts appropriate methods to build a good class collective according to certain requirements and principles, and constantly adjusts and coordinates to achieve the same goal. It is an activity that the class teacher manages and educates students' thoughts, morality, study, life, labor and extracurricular activities. However, in the current middle school class management, due to various factors, there are many problems in class management, which directly affect the realization of the goal of quality education. This paper will analyze and discuss several hot issues facing the current class management.

Keywords: class management; Hot issues; Countermeasure research

Since the reform and opening up, China's education has made great progress, but it is also facing severe challenges, especially class management as the basis of school management. Therefore, it is of great significance to analyze and study the problems faced by class management and put forward practical solutions to deepen the reform of basic education in China. This paper will analyze several hot issues facing the current class management.

First, the main problems in class management

1. From a theoretical perspective, the theoretical basis of class education management needs to be strengthened. Class education management is a systematic project of educating people, which involves almost all scientific fields related to people. Therefore, class education managers need to master a wide range of theories, among which pedagogy, psychology, educational management and marginal disciplines such as educational sociology, educational psychology and management psychology are closely related to class management.

At present, class management in primary and secondary schools lacks theoretical guidance, and the professional knowledge mastered by class teachers is far from meeting the needs of modern education. It can even be said that it still stays at the level of traditional mentoring experience, because many class teachers have not been trained by class teachers. There are three main reasons for this situation: first, school leaders do not attach importance to the training of class teachers, and think that students can naturally be qualified as class teachers in primary and secondary schools after graduation from normal schools. Second, the shackles of "exam-oriented education" increase the burden of class teachers, making them have no time to study educational theory. Under the influence of the ideological system of "exam-oriented education", test scores and enrollment rate directly affect the reputation of the school. The administrative department of education and the whole society regard it as the standard to measure schools and teachers. In this context, the school can only formulate corresponding measures, put this burden on teachers, and connect with teachers' vital interests. As the head teacher of class discipline, the head teacher is also faced with these problems. He gets up early and works overtime, leaving the head teacher with no energy to learn management knowledge. Third, the formalistic examination makes the class teacher too busy.

2. From the design dimension, the management decision of the head teacher needs to be changed urgently. Class is not only an education management system, but also a self-education management system. The realization of its function is influenced and restricted by the internal elements, structure and running state of the class system, as well as by various external factors of the class. Therefore, the head teacher should proceed from the students' reality and make correct decisions on specific countermeasures and measures in combination with the changes and development of other factors in the class.

At present, it is unrealistic for class teachers and class teachers not to pay attention to the integration of various forces in their work and form an educational synergy. There are three main reasons for the above phenomenon: First, the head teacher has no deep research on class management, so that both formal and informal groups within the class don't know why. The second is the simplification of educational methods. Criticism education and even punishment is one of the most obvious educational methods. Most teachers like to use this educational method because it takes less time and gets quick results. However, many teachers ignore its negative effects and upgrade some psychological problems to moral problems, which leads to the alienation of teacher-student relationship and the atrophy of school functions. Third, there is not enough contact, and the class teacher can't negotiate with the classroom teacher about the education of the class, which proves that he has the consciousness of forming educational synergy; When dealing with the relationship between family and school, the class teacher seldom or never visits home. The main reason is that the heavy schoolwork and schoolwork burden occupy all the teachers' working hours.

3. From the operational point of view, the management concept and ability need to be improved. At present, the operation of class management in primary and secondary schools is not satisfactory, the average score is not up to standard, there is no obvious difference between primary schools and secondary schools, and primary schools are slightly better than secondary schools. Mainly manifested in the following aspects: First, class management lacks democracy. Few students have participated in the work of making teaching plans or summarizing. The head teacher psychologically thinks that students don't need to participate in this work. In fact, class management is a process of management and students' self-management, but the really effective management is students' self-management, which does not arouse students' initiative, enthusiasm and creativity. How can we give full play to the power of students' self-education and cultivate their abilities of self-education and self-management? Second, students are not satisfied with teachers and class management. Students' dissatisfaction with the class collective is largely due to their dissatisfaction with the teachers, which can not but arouse our reflection.

Second, the countermeasures to optimize class management

Class management is an important part of school management. Effective class management is the basic guarantee for maintaining school order, ensuring teaching quality and achieving the goal of teaching and educating people. Therefore, the head teacher must do a good job in class management, and manage the class seriously, rigorously and strictly on the basis of fully respecting the students.

1. Formulate the class management system. A good class group must have strict organizational discipline, which is the guarantee of class success. In class management, it is necessary to give students a clear direction of action, formulate necessary class management systems, and conform to the school's rules and regulations and discipline. Students' good behavior habits are of great significance to their study and life and will benefit for life.

2. Establish the goal of collective struggle. Class management should implement the target incentive method. In order to achieve the goal of class management and cultivate students' team spirit, we should establish a goal of * * * Qi Xin's cooperation for the whole class. Strive to be the best class in the school year group. If students agree to this goal, they will "self-supervise" and "self-control" and give full play to their potential. Encourage students to establish personal goals and dare to surpass themselves. At the same time, the realization of each goal will be rewarded by the teacher. In this way, students will handle the relationship between competition and cooperation, adapt to the future and realize their self-worth.

3. Set an excellent learning example. Striving for strength and being competitive and unwilling to lag behind are the remarkable characteristics of students. Therefore, such inspiring slogans as "compare, learn, catch up, help and surpass" are often the loudest among students, and the incentive effect is the most obvious. There are always excellent, medium and poor students in the class. In order to give full play to the power of role models, class teachers should pay attention to cultivating outstanding students and make them the backbone of class management. The process of setting an example is also the process of promoting class righteousness. It is necessary to publicize the momentum, create an atmosphere, introduce the advanced deeds of outstanding students, analyze the reasons for their growth, and call on students to keep up with the advanced.

4. Establish and improve the self-criticism system of class management of class committees. The work of the head teacher is tedious and time-consuming. To manage dozens of energetic students with different personalities, a high-quality class committee is needed to assist the class teacher in this work. The class committee is the core of the class collective, and its work will directly affect the management of the class and the work of the head teacher. Every time after a new lesson, the teacher should first study the students' files. Understand whether students have served as student cadres, academic performance, family environment, etc. Through these raw materials, we can understand the personality characteristics of each student, so as to understand the students' situation. Secondly, we should select some students with strong organizational ability and quick thinking to be class cadres through competition, and implement the "cadre election system" and "cadre responsibility contract system" to realize self-blame in class management, so that things in the class are done and managed by others. Thirdly, after the class is divided into groups, all the students are divided into several groups for subsection management, and the group leaders are selected, and the group leaders are required to submit their own group's study life analysis and summary reports regularly. It realizes the self-blame of class management and improves students' self-management consciousness.