Sociological Analysis About Correlation Of Classroom Control And Classroom Order In Middle School Classrooms

This article focuses its attention on strategies about controlling and being controlled in teaching in practical classrooms at the perspective of Sociology of Education by means of participating, live recording, describing, questionaire-surveying, interviewing, statistically analyzing and so on in order to investigate the control, the order and their correlation in the practical classrooms.It is thought that the control in the course of classroom-teaching is a kind of resort which is used to optimize the instructive course, more effectively to infliction educational influence, to adjust and organize classroom actions, and also constantly adjust velocity, rhythm and joint of stages in the course of classroom teaching. It means that teachers comprehend students' actions in classrooms, that teachers check what happens in the relationship between teachers and students and adjust modes by which teachers react their students, and also that students comprehend the teachers' classroom actions and students themselves earnestly practise what they advocate in their classrooms. Classroom Order is an immediate interpersonal interactive mode which is put up between teachers and students, or between students and students in the course of classroom interaction, namely a kind of interpersonal balance. The factors influencing classroom control are complex and multi-elemental. The difference of the objects to dominate depends on such a three-dimension as gender, duty and achievements of students. Classroom Order is to describe the interpersonal balance in classrooms, which is enslaved to the controlling and reactive strategies which controllers and controllees use in their classrooms.Based on doing some investigation for nearly one year at some key middle school of Anhui province as a study case, the article points out that an ideal correlative pattern between Control and Order is a multi-elemental, dynamic, overall, opening balance of conformity. That is Dictate-Suggestion-Participation←→Negotiation-Reference-Collaboration. In other words, teachers should adopt such different controlling actions as dictate, suggestion or participation with the changes of teaching speed, rhythm and so on. Students are sure to properly adopt reactive actions, such as negotiation, reference or collaboration. It is the classroom interpersonal balance state that is an ideal correlation pattern of Classroom Control and Classroom Order.