A Study On The Strategy Of Class Teacher 's Behavior In Class Management Of Junior Middle School

In recent years, with the continuous improvement and deepening of the society of China and educational reform, China has paid more and more attention to the development of educational work in junior high schools. Due to the fact that junior middle school stage is the key function of the students’ physical and mental development, correct guidance as well as good management to students’ development plays a direct and important role. As a result, the management of junior high schools has a crucial impact on development of students. Because of the existence of the exam oriented education, in our country, a strange phenomenon comes into being. Most junior high schools divide students into different classes according to their test scores in order to make the excellent students more excellent and obtain higher graduation rates. As a result, most junior high schools set more or less problem classes, which is called the problem classes. If these problem classes are lack of management or the problem classes are misgoverned, it will only lead to more and increasingly serious problems and the problem class will be out of hand. What’s more, the problem class will have bad impact on the spirit outlook of the classes and the studying development, even the educational achievement of the whole school. To make things worse, it will make Ss to forget their studies and eventually may even destroy their lives. As a result, class advisers play important roles and unshakable responsibilities.This passage systematically describes the related concepts and literature about the problem classes, research background and significance. The passage investigates junior high school class management of class advisers’ own behavior patterns and the factors that influence the behavior management. It also analyzes the impact of class management made in detail mainly according to the teachers’ own quality, students’ personal factors, colleagues factors, students’ family factors in four aspects. Also, it comes up with suggestions on development behavior stray of junior high school teachers for the transformation of problem classes, which provide scientific theoretical basis for future management behaviors of class advisers.