Research On The Relevance Of Classroom Management Behavior Strategies To The Carrying Out Of The New Curriculum In Rural Primary Schools

The relevance of class management behavior strategies, namely, the degree to which those strategies are in harmony with other relevant elements, includes two parts, the relevance to curriculum reform, class management and development of students, and that to class management behavior strategies themselves. In the first part, when I say the relevance of class management behavior strategies to curriculum reform, I mean how much these strategies can adopt to the aim and demands of the curriculum reform, therefore, can help improve its carrying out. As for the relevance to teachers'classroom management, it means that these strategies can meet the teachers'needs of classroom management, help them reach the target of classroom management, complete the teaching task and train students'self-control ability. Then comes the relevance to students'development, which means classroom management behavior strategy can adapt to students'physical and mental characteristics and promote their all-round development. The second part, that is, the relevance to themselves, is mainly about the harmony among every element inside the strategy.Based on the investigation and the data analyzed, we find that although teachers were satisfied with the relevance of their classroom management behavior, their behavior couldn't satisfy the requirement of the execution of the New Curriculum. In other words, their cognizance level of these strategies didn't correspond with their behavior level. Many teachers had realized that these strategies should be students-based and should adapt to classroom environment, yet they didn't perform it in their classroom management. The relevance of classroom management behavior strategies to the execution of the New Curriculum reform in rural primary school is general. Especially, the teachers hardly paid attention to the students'role when they conducted their classroom management, therefore, students-based classroom management were barely embodied.We will compartmentalize the factors which influence teachers' choosing of these classroom management behavior strategies, taking the classroom as the boundary. Educational administrative department and the school's management are external factors; teachers and students are internal factors. On the basics of analyzing above factors, this research proposed some suggestions to promote teachers'classroom management behavior strategies to be relevant to the carrying out of the New Curriculum. The suggestions are as follows. First, provide external support including strategy support, policy support and school management system support. Second, teachers should update the notions of classroom management. Third, teachers should change their own classroom management behavior.