| Under the background of vigorously developing vocational education,the scale of secondary vocational education expands rapidly,and improving the quality of talent training is undoubtedly the inevitable choice for secondary vocational schools to strengthen the connotation construction.Classroom is the main battlefield of secondary vocational education,and various classroom problems restrict the improvement of classroom teaching.Teachers are the first responsible person in classroom management,how do secondary vocational school teachers manage the classroom? What kind of practical knowledge does secondary vocational school teacher have in classroom management? These directly affect the quality of secondary vocational schools and the future of students.On the basis of literature reading and combining with the practice of secondary vocational school classroom management,this study compiled a questionnaire of practical knowledge of secondary vocational school teachers’ classroom management to investigate 259 secondary vocational school teachers in northwest Guangdong.And on the basis of the statistical results of the questionnaire,combined with teacher interviews,to study the structure of practical knowledge of classroom management of secondary vocational school teachers and its influencing factors,development ways.The results show: The general level of the practical knowledge structure of secondary vocational school teachers’ classroom management is good,with the increasing trend of teaching age,and the contribution of composition level to the overall level is inconsistent,the key is the knowledge about classroom teaching management;The practical knowledge of classroom management of secondary vocational school teachers is influenced by internal factors and external environmental factors to varying degrees.The main influencing factors are work responsibility,teacher-student relationship and classroom management system;The main ways to develop the practical knowledge of classroom management of secondary vocational school teachers are the accumulation of daily experience in classroom management,peer exchange based on sharing classroom management skills and methods,and personal reflection based on specific problems.The research also found the following problems in the practical knowledge of classroom management of secondary vocational school teachers: The structure of practical knowledge of classroom management of secondary vocational school teachers is unreasonable,mainly manifested in superficial classroom self-management,stylized classroom student management,mechanization of classroom environment management,simplification of classroom teaching management.The influence factors of practical knowledge of classroom management of secondary vocational school teachers have adverse effects,which mainly show that practical knowledge of classroom management of secondary vocational school teachers appears lag in teaching age,dilemma of teacher-student relationship and constraints of institutional environment.The way of developing practical knowledge in classroom management of secondary vocational school teachers is relatively simple,which mainly shows that the accumulation of daily experience converges,the exchange and sharing activities are superficial,and the reflection and improvement actions are fragmented.Based on the current situation and problem analysis,the proposal is: To optimize the structure of practical knowledge of secondary vocational teachers’ classroom management from four aspects: deepening the personal reflection of secondary vocational teachers’ classroom management,strengthening the personal meaning construction of secondary vocational teachers’ classroom management knowledge,strengthening the environmental consciousness of secondary vocational teachers’ classroom management,and attaching importance to the evaluation of practical knowledge of secondary vocational teachers’ classroom management.From three aspects of teacher growth mechanism,teacher-student relationship and harmonious campus system culture,it is beneficial to exert the influence factors of teachers’ practical knowledge in classroom management.From three aspects:developing narrative research of secondary vocational teachers’ personal education,creating teachers’ learning community of secondary vocational school classroom management,and promoting the reflective action of secondary vocational school teachers’ classroom management,the development approach of practical knowledge of secondary vocational school teachers’ classroom management is explored. |
