A Case Study Of Classroom Management Of Rural Primary School Teachers In South Xinjiang

Classroom management is a prerequisite for effective teaching plans for teachers in schools,as well as a substantial approach to cultivating students' good lifelong behaviors and promoting students' psychological development and socialization.With the continuous improvement of the quality of basic education in China,a single,teacher-centered classroom management philosophy has been difficult to meet the demands,comprehensive training and development of socialist builders and successors in the new ara.The classroom management concept focusing on promoting students' growth and aiming at training students to become fully developed talents,is becoming progressively familiar to more and more basic educators and applied to teaching practice.The southern Xinjiang region is located in the rural poor areas in western China,where the problem of teacher team construction is the deminating restraint factor of local basic education quality and level development.Against the background of vigorously improving the national general language proficiency of eligible children and adolescents,what is the status quo of basic education in southern Xinjiang? What practical issues need to be settled urgently? This study takes a primary school in the rural areas of southern Xinjiang as an example,adopting the case study method in the qualitative research that data collection in the form of literature and classroom observation method,along with interview method.The purpose is to explore the current situation of classroom management,and analyze the elements that make an impact on it,furthermore,ameliorating its level in primary school in southern Xinjiang and acceleratively expanding the ranks of the teachers in western rural areas.That is to say,proposing countermeasures to improve the current situation.It is found that teachers in rural primary schools in South Xinjiang pay less attention to the role of physical environment in classroom environment management,and the psychological atmosphere in classroom is more depressing and tense;in classroom discipline management,teachers pay more attention to the cultivation of students' behavior habits through rule-making,and the rule-making lacks students' participation,and the management method adopts more punishment;in the current situation of classroom interpersonal relationship management,teachers show that The teacher's excessive authoritative management and student student interaction tend to be formalized,and they perform well in the interaction between teachers and students.According to the dimensions of classroom management,this paper analyzes the causes,and finds that the causes of classroom environment management problems are the weak practical ability of teachers' classroom management concept,the lack of professional skills training of teachers;the causes of classroom discipline management problems are mainly parents' neglect of family education,many non teaching tasks hindering teachers' professional growth;the causes of classroom interpersonal relationship The reasons for the management problems are the lack of teachers,which leads to the high pressure of teachers' work and the weak foundation of students,which leads to the high pressure of teachers' teaching.Based on the above analysis and research,this paper puts forward the corresponding countermeasures and suggestions to improve the classroom management of rural primary school teachers in southern Xinjiang.