Study On Classroom Management Status Of Rural Primary School In Northwest China

Classroom management goes through classroom teaching, becoming one of the main factors influencing classroom teaching quality. With the new curriculum reform, new classroom management concept brings new changes to teaching and management of elementary and middle schools in our country, putting forward new requirement for teachers. The new classroom management concept of taking the student as the center and promoting students'motivation, self-discipline and creativity has gradually replaced the traditional classroom management of taking the teacher as the center, and emphasizing on the control of students and the maintenance of teacher's authority. The implement of new classroom management concept is helpful to improve the teaching efficiency, and promote the development of students. However, there are traditional management concept and inefficient or invalid management methods existed in rural primary school of northwest China, becoming the key of influencing teaching quality and effectiveness of northwest rural primary school, and hindering the implementation of new curriculum reform. This paper attempted to investigate and study classroom management status in northwest rural primary school under the new curriculum reform, and attempted to give some meaningful exploration on classroom management issues of northwest rural primary school from practice, to construct strategies to promote the effectiveness of classroom management in northwest rural primary school, and to advance the implementation of the new classroom management concept.This paper consisted of five parts:the first part was the introduction:an overview of the origin, the way of thinking, the purpose and meaning of the study, and the combing of related domestic and foreign research, to clear the research content and direction; the second part was the definition of relevant concepts in this study; the third part was the investigation, description and reflection of classroom management status in northwest rural primary school through observations, interviews, questionnaires and other methods, and the examination of classroom management in northwest rural primary school from the new classroom management concept raised by the new curriculum reform, to point out the existing problem in three aspects:the first was the traditional classroom management concept; the second was the inefficient management behaviors; the third was the tense relationship between students and teachers in the classroom management; in the fourth part, the analysis of the factors of classroom management problems in northwest rural primary school. By the analysis, it has been found that there were both internal factors and external factors influencing classroom management in northwest rural primary school, where internal factors included teachers' own experiences like teachers' education experiences, teaching experiences and the growth experiences of their own, and the quality of teachers including professional awareness, theory conservation, the level of teaching and research, teaching reflection, conservation and practical knowledge; and exterior factors included external traditions, teacher group, school leaders, teacher evaluation system, training of the teachers, and the disposition of material resources of the school. In the fifth part, in view of the existing problems, to put forward strategies to promote the effectiveness of classroom management in northwest rural primary school based on the ideas of new curriculum reform:(a) macroscopic strategies:1) to improve the external environment, providing supports teachers for classroom management concept and behavior changes;2) to increase the funding and policy support;3) to interpret correctly the new curriculum classroom management concept, and to establish effective classroom management mode;4) to improve teacher training;5) to optimize the environment of the school, in order construct the platform to promote new concept of teachers.(b) Microscopic strategies:1) to optimize classroom physical environment;2) to establish efficient classroom routine;3) to deal with problematic behaviors in class reasonably;4) to manage classroom time effectively;5) to apply teaching modes rationally;6) to construct harmonious teacher-student relationship.