| Classroom management is the prerequisite and guarantee of effective classroom teaching. Whether the classroom management is effective or not has the direct bearing on the quality of teaching and the development of the students. The studies of classroom management efficiency from home and overseas are abundant and affluent, but papers about "classroom management efficiency" from the perspective of "Junior School Chinese" are still infrequent. In consideration of the negative phenomena of ineffective Chinese classroom in the junior school and the students’frequent aphasia, the special stage of development of the junior students, and the actual utility of Chinese which, as a fundamental subject, works a lot in the whole course system and daily life, it becomes more impending to investigate "classroom management efficiency" from the perspective of "junior school Chinese".In order to thoroughly and effectively learn about the current situation of the classroom management of junior school Chinese, and to put forward efficient implementation strategy, this paper takes a case based on X middle school, in Ningbo, Zhejiang as the object of this study. With the study methods of questionnaire survey, classroom observation and open-ended interview, and according to the primary standard of classroom management efficiency established by some relative document literature, this paper has an investigation of Chinese class in this middle school, which lies on the goals of classroom management theory, teaching methods, teacher-student relationship, classroom environment and classroom management. The paper mainly finds out some problems as followed: first, the theory of classroom management does not work in the reality:instead of focusing on the students, what the teachers concern most is the course schedule and the content of the courses; the students do not dare to raise any opinions which is different from the teachers’; the teachers still apply criticizing and forbidding as the main ways to deal with the disciplinary offence; the teachers’classroom management convention is narrowly limited in some extent. Second, the teaching methods are traditional and unitary:the teaching content is closely around the entrance examination scope; the teaching methods give the priority to the way of force-feeding. Third, the teacher-student relationship is not equal which is still under the relationship of dominating and being dominated, controlling and being controlled. Fourth, classroom environment cannot meet students’demand:physical space is dense and depressive; the class atmosphere is tedious; the construction of classroom convention is ignored. Fifth, teaching evaluation criterion is unitary: the students’academic achievement is treated as the standard. Therefore, this paper analyzes the factors which influence the above problems. The factors include:the deficiency of education system:the system of entrance examination treats the students’academic achievement as the exclusive evaluation standard, which violate the ambiguity of Chinese; the constraint of the traditional concept:the current education structure is that the students are supposed to obey the teachers; the limitation of large-scale class teaching:a large number of the students and the dense space have limited the teachers’attention to the students, and the teachers have to check plenty of assignments which will lead to the teachers’time deficiency for the lesson preparation; the teachers’capability to accept new things is quite limited:the teachers are always content with things as they are, and attempt to deal with any classroom problems with their classroom teaching and managing experience.At last, based on field surveys and theory research, the paper puts forward four strategies:First, sticking to the classroom management convention of the junior school Chinese teacher; Second, enhancing the classroom teaching methods; Third, constructing harmonious relations between teachers and students; Fourth, constructing harmonious classroom environment. |
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