Practice And Rational Exploration Of Accommodating Class Management

The management of class in primary school changes as society advances. This article focuses on the study of accommodated class management, recording its typical cases, analyzing and summarizing its corresponding solutions, both its merits and demerits in order to trace the development of accommodated class from its beginning to growing.By gathering data and recording the typical cases through methods like field observation, interview, this study describes the gradual development of accommodated class.This study consists of six chapters. Chapter one explores reasons for choosing this study both personal and social, and traces previous studies in this field and introduces principles and methods of this study. Chapter two describes the development of primary school C historically, analyzing reasons for accommodated class, and its formation and original state. Chapter three describes teaching management of the accommodated class applied in the class teaching and after-class tutoring in primary school C with vivid examples, highlighting all the faculties’ participation. Chapter four explores the important roles played by collective education, cooperation between families and schools and moral education in the management of inclusive class’s moral education in primary school C and their practical effects. Chapter five explores the practical state of inclusive class’s self-management by observing two of its applied methods-encouragement and setting an example. Chapter six reflects the past four years of accommodated class management from which lessons are drawn. First, the principle co-management is of significance in accommodated class; second, emotional management is the prime in accommodated management; third, strategies for interaction are emphasized in accommodated class management. Meanwhile, four aspects need further improving are also drawn from the reflection. First, schools do not take enough heed of accommodated class management; second, teachers are poor in professional knowledge and skill instructions concerning education of disadvantaged student. Third, much emphasis was given to class management and after-class activities are ignored in accommodated class management; fourth, textbooks for disadvantaged students are short in accommodated class.