The Deletion Of Criticism In Class Management

In recent years the appreciation education has been advocated highly. It seems criticism in education cannot keep up with education form. If we don’t appreciate it, we can’t accord education reform with new idea. So some teachers have suffered from a dare of no criticism phenomenon. Criticism and recognition are of educational methods, therefore the two should not be split and posed opposite.As Makarenko Anton Semiohovich once said that,"In the case of criticism in education, it is not only a kind of power, but also is a kind of obligation." Lack of criticism, the students are losing the ability to endure frustration. If experienced a little frustration, he might result into the extreme behavior, which is not conducive to healthy growth of students.While for the lack of appropriate training, teachers can not punish students properly. The law of our country endows teachers with education management of students’rights, but no specific explanation. In actual operation, no proper laws. The the reasons above are why this paper was composed.This study mainly uses the action research method, using M middle school as the research object, analyzes the teacher and student questionnaire first. For a more detailed understanding of criticism education for M high school, the author divided teachers into the administrative teacher, class teachers and subject teachers groups; and teachers are also classified into senior teachers, teacher of the first rank, teacher of the second rank in some specific issues in the study. Next is the middle school criticism education of effectiveness analysis, attribution analysis, evaluation, and the existing problems of the investigation in M school. Thirdly, it shows the improved implementation of criticism through action research. Finally, criticism education in M middle school proposed further implementation of the recommendations. To ensure the experimentalism of the research, cases, questionnaires, interviews and other survey methods are applied. In the research,150copies of questionnaires were designed respectively, of which50copies are for teachers and the rest100for student. According to research needs,10teachers in M school were interviewed together to form an18recorded interviews. Both theoretical analysis and empirical investigation provides an effective information support in this study.This paper uses analysis of criticism in student management as the main line with action research as a guide to M secondary school in a local case. There is a clear understanding that it is common to avoid punishement in class management or punishement was hanged inproperly, which is analyzed in the paper. Through the implementation of Student Morality Bank, Student Development Portfolio, Student Self-rating Evaluation and other measures to improve to manage criticism in morality education, enhance school culture atmosphere, and promote the healthy growth of students ultimately. The study has found that the government enacts the provision of punishement education which is too abstract though with a good intention. There is no specific measure for its implementation, so the actual management of the students makes no effort to its due role. Furthermore, lack of effective implementation from the social environment, insuffcient cultivation of the teachers’own education, knowledge and skills are of no help to conduct proper criticism in class management (in the third chapter). This paper argues that punishement education and management policy must be revised and relevant laws and regulations should be made in a very long period of time. Public opinion should be properly guided. Implementation of criticism and management should be standardized by some accurate and objective schools, as well as by the social environment (in the forth chapter). Hopefully this paper, to some extent, could be dedicated to the education reform.