Bringing The Art Of Control Back To University Classroom

If university teachers do not pay adequate attention to classroom control,on one hand,the status of classroom control in the university teaching will "not be justified";on the other hand,many teachers will not learn classroom control techniques and will not be skilled in the art of control.The lack in the art of control has caused many problems in classroom.First,the way of control ossifies into soft control and lacks flexibility.The lack of hard control weakens the control effects,which makes students' deviant behaviors become increasingly outrageous without regulation and restriction.What's more,this kind of individual behavior will lead to a Broken Window Effect,more and more students will be influenced by this adverse environment,their behaviors will be out of control and their interest in learning will run out.In the end,the phenomenon of collective recessive truancy is getting more serious.Second,the lack of consistency in the control makes it difficult to form a good class culture.University teachers rarely continuously control the classroom,they also do not pay attention to the prevention of problem occurrence,and normally they are forced to take urgent actions only when the problem appears.The discontinuity in control makes the class atmosphere poor,and it will not be able to contend with the unhealthy invisible culture in campus.Third,the control neglects the overall situation and focuses on knowledge assessment.Major teachers are aware of the importance of knowledge,so they want students to gain more knowledge.However,in the process of passing on knowledge,some teachers distort the value of knowledge,mistakenly take "exam key points" as the means of control for students' learning behavior or thinking,and mislead students once again into the "exam-oriented education"quagmire,thus contributing to the phenomenon of "exam-oriented education".The causes of the above problems mainly consist of two aspects.The first is teacher's misunderstanding of the relationship between students' subjectivity and the art of classroom control.They are influenced by the theory of education that lacks "art perspective",and they think classroom control will impede the development of students' subjectivity;under the influence of social stereotype,they assume that most college students have a very high level of autonomy,and they do not need much intervention.However,in reality,after persistent school "exam-oriented education",student self-regulated learning ability is inhibited to different degrees,the levels of their autonomy are different,and to develop their autonomy needs the help of teachers.As consequence,the conflict between theory and reality calls for the return of art of control.Second,due to the lack of understanding in the art of control,classroom control is simplified as teacher hegemony,the legitimacy of classroom control is suspected,teachers' teaching responsibilities are misunderstood and the classroom control is loosed.The truth is the opposite,the authority in the art of control is not equal to hegemony.Teachers implement the art of control to help the students learn in a better way,and classroom control itself is part of teachers' teaching responsibility.In order to avoid these problems,we must improve the theory of classroom control.First of all,the necessity is embodied in the realization of the university mission to "control" to retain the quality of classroom teaching bottom line,a good relationship between teachers and students need to "artistry" to establish and maintain;secondly,the art need to follow the "Cybernetics" and "Implication" and "Teaching"logic.The complexity of the problems in reality determines that classroom control is not only the technique of operation but the art of operation.This art of control actually is a complex operation,that is,the art of control cannot be seen as a one-time or several-times operation,but an operation system consisting of a variety of complex situations,issues and strategies.The art of control does not have the unique "formula",and is "formless" on the basis of skillful techniques.However,this does not imply that teachers cannot master the art of classroom control.They can use the complexity thinking to look at the classroom question,and take the study of classroom control techniques as foundation,summarize the art of control skills in teaching practice,and gradually realize the qualitative leap from control techniques to art of control.