Practical Research And Theory On Small-size Class Teaching

The teaching organization form and the class size have direct influence on teaching quality. With the development of the compulsory education, people pay more and more attention to the quality of education and the teaching organization form, especially the size of the teaching class, has become a hot topic. People have realized more than ever the importance of both raising the quality of education and the development of students'individuals. At home in some cities and regions with comparatively developed education, people have begun to commit themselves to limiting class size and carrying out the small-size classroom teaching, such as Shanghai, Beijing and so on. But on the whole, in China's elementary education stage, the class size of every grade is still big and this, to a certain extent, has become an obstacle in improving the quality of the compulsory education.With the research method of combining theory and practice, this paper points out the drawbacks of big-size class teaching (e.g. too many students, too much work for teachers, neglecting the development of student's individual and so on) and advocates small-size class teaching. Small-size class teaching has many advantages. To students, it reflects individuals, stresses differences, fully brings out the students'initiatives and their potentials, arouses students'interests in study and provides them with more opportunities to experience successes. To teachers, it makes teachers play their guiding role properly and reduces their work.There are four parts in this paper. The first deals with the history and present conditions of small-size class teaching and analyses its background. The second part discusses the necessity of the small-size class teaching. The third analyses the feasibility of small-size class teaching and the fourth states the strategy to carry out small-size class teaching.