A Study On Class Rules Of Infant Normal School

With the deepening reform of preschool education in China,it is imperative to strengthen the training and construction of kindergarten teachers.The secondary vocational infant normal school is one of the main positions to cultivate preschool teachers,so its educational management level is directly related to the overall quality of preschool teachers.Class is the basic unit of school,which is the most important place for students’ growth.Class management has a great impact on students’ development.Class rules,as the institutional basis of class management,are conducive to standardizing students’ behavior and helping students form good habits.The practice of class rules promotes students’ democratic participation in class management,which is an important breakthrough to realize students’ all-round development.Therefore,infant normal schools should pay attention to the role of class rules and improve the construction of class rules,so as to constantly improve the efficiency of class management and promote the all-round development of infant normal students.In order to explore the current situation of class rules in infant normal school,this study conducted a questionnaire survey with 287 students and in-depth interviews with 7 teachers in L Children teachers’ school.The results are shown as follows: the overall level of cognition of different subjects to the class rules needs to be improved;the process of making class rules lacks democracy,and the content and form are limited to quantitative stereotype;the implementation of the class rules is not in place,while the measures of rewards and punishments are monotonous and lack of educational significance;students’ satisfaction with the class rules is low,which also reflects why the effect of class rules on students is limited.Combined with qualitative interview data,this study analyzes the causes of class rules problems in case school.Firstly,teachers’ lack of student-centered concept affects the cognition and practice process of class rules.Secondly,the students’ routine quantitative management in case school restricts the formulation of class rules.Thirdly,the lack of democratic interaction between teachers and students hinders the formulation and implementation of class rules.Fourthly,students’ lack of attention and participation affects their cognition and evaluation of class rules.To improve the current situation of class rules in kindergarten teachers’ schools,this study proposes to start from the following four aspects: teachers adhere to student-centered ideas and enhance their cognition of class rules;considering the actual situation of the class,innovation and democratic participation should run through the formulation of class rules;when implementing the class rules,it is important to clarify the responsibility of teachers and students and give full play of the characteristics of the major;students’ democratic participation,smooth feedback channels and sound evaluation mechanism should be paid attention to.