Class Control

Not only do teachers and students form class a physical space, but also a distinctive social organization holding complicated and changeable structure, situation and content. With fresh and lively life orientation, it is a systematic entity full of vigor and vitality; while " Control" refers to the behaviors, such as restriction and limitation, implemented by the instructor on the target. In this way, the process of this control can conform to the intentions of the instructor. These behaviors are characterized by their specific purposes, repetition and potential feature. On the one hand, class is a tissue full of vigor and vitality. On the other hand, " Control " is the limitation, restriction and dominance on the target. It is obvious that this control is the fetter to the living subject. So class control is the behavior made by the homeroom teacher, such as dominance, restriction, limitation and guidance, all of which may further result in the loss of the students' subject status.Taking " Class Control " as core concept of this paper, the author tries to reconstruct Class "Control mechanism" through the rationalization of the relevant documents about" Class Control", the investigation of the cases in point of the class administration in the middle school, and the theoretical argumentation analysis in order to free the personality of the students, embody their subject status, and reflect the life orientation. The author hopes that the true mission of the education administration— the harmonious development of the students' body and mind—can be realized through the implementation and practice of this new mechanism.The paper falls into five sections. In the first section, it expounds some background information, the significance, and present conditions of this topic through generalization of the documents. In the second section, it provides some concrete evidence research of the behaviors of the homeroom teacher by means of questionnaire, interview and survey in order for us to comprehend the types, features and their pros and cons. In the third section, it investigates the reasons of the behavior of the homeroom teacher, from the perspective of traditional culture, philosophy, sociology, pedagogy and administration in theory, and the educational and evaluative systems of school in practice. At the same time it analyzes some factors relevant to...