On The Absence And Reoccurrence Of Individual Freedom In The Management Of Classroom

Classroom management is one of the important research areas of pedagogical theory. The values of classroom management are directly related to the growth of students. Prosperity and crisis coexist in modern society. There exist overwhelming material abundance and broken spirits. The rapid development of society restricts individual freedom, at the same time there is an urgent appeal to the emergence of creative talents. And the training of creative thinking is directly relied on the shaping and development of individual freedom. Modern crisis penetrate into every field of education. Classroom management becomes the means to suppress individuality and subjectivity. Classroom authority is dissimilated as disciplinary mechanism. Sadly, students are unconsciously influenced by the long-term restrictions, self-enslaving and self-abandon become deep-set psychological characteristics. Freedom is the essence of the human spirit, but the achievement of students'individual freedom is constrained not only by external conditions but also by the internal factors of students. Therefore, this paper is committed to find out a comfortable environment to develop individual freedom of students, as well as to search for a classroom management model to clear away inner obstacles, and the starting point is student's psychology. This paper is composed by introduction and five sections.The introduction explains the reasons why I select this topic, the current research conditions of the subject both at home and abroad, the research purpose, significance, and research methods.The first part of the paper draws the outlines of the concept and the structures of classroom management. According to subjective and objective theories, it divides the classroom factors into three parts: the subjective management, the objective management, and the main contacts among objective management. It lays framework for the discussion below.The second part focuses on the connotation of individual freedom in classroom management. It points out the significance of individual freedom to classroom and analyzes the limits of individual freedom in the classroom, which is a particular place limited by time and space.The third part inspects the current situations. It analyzes the performance, characteristics, and reasons of the lack of individual freedom in modern classroom management. And it points out the drawbacks of the phenomenon.Part IV excavates the reasons of the lack of individual freedom in to a deep level, pointing out that modern classroom management has been dissimilated as disciplines to suppress individual freedom, which has been subconsciously melting into psychological characteristics of students.The fifth part of the paper puts forward the theory of emphasizing the reoccurrence of individual freedom—autonomous participation classroom management style. First of all, it makes the meaning clearly, telling the differences with training classroom management style, the relations and distinction with self-government style. And it points out the rationality of the autonomous participation classroom management style, whose qualities traits are independent selection, active participation and interactive exchanges. Then it analyzes the internal mechanism of the autonomous participation classroom management style to promote the development of student's individual freedom. That is how this style eliminates the inner obstacles of the growth of individual freedom, and makes students having the inherent ability of self-realization. Finally it puts forward theoretical proposals both in theory and in practice.