In order to make it clear that teachers' education is a professional activity, people have made great efforts. In the process of exploration, some researchers have seen that the professional knowledge on which teachers' profession is based has a "dual disciplinary basis", namely "the subject knowledge of teachers' teaching subjects" and "the subject knowledge of education". The essential task of education is to "cultivate people's active development ability in many aspects", not just a partial "teaching" thing; "What to teach" and "How to teach" are two different types of knowledge. Mastering knowledge does not mean that you can teach it well. The teaching process should be a process in which teachers and students "explore and discover knowledge together", from which we can see that the subject teaching in the school has professional quality. In fact, class management that does not take "subject knowledge" as the educational content requires higher professional quality. It requires teachers to creatively understand, master and develop new professional wisdom, so that this kind of professional activity can integrate internal and external resources in the class ecosystem and generate professional educational content and methods.

Specifically, there are three main signs that can witness the professional quality of class management: clear educational ideas, clear educational tasks and lively educational actions.

First, class management contains educational ideas with distinct artistic conception.

Referring to the working realm created by intelligent teachers, we can clearly see that building a "democratic class" is a more elegant educational goal, a more dynamic educational concept and a more systematic educational method, thus showing a set of educational concepts with clear artistic conception.

1. The educational goal pursued by democratic classes is to cultivate individuality in class construction.

This educational goal can be distinguished from two aspects. First of all, as an educational activity with unique professional quality, class management pays more attention to cultivating students' spiritual life. Compared with the teaching activities of various disciplines, the goal of class management can be more clear and direct to "educating people", especially to cultivate the personality of individuals who pursue active development, that is, "developing students' self-awareness and growth needs and enhancing their inner strength". Secondly, the cultivation of students' personality by class management is realized through class construction. Compared with subject teaching or other moral education activities, it is more likely to change students' traditional status and role, enhance students' development needs and abilities, let students learn to plan the development of individuals and groups independently, learn to design and implement class activities, learn to reflect on themselves and improve the quality of spiritual life through active interaction with teachers and classmates, and pursue to grow into a subject with noble quality and internal dignity.

2. The educational concept adopted by the "democratic class" is "communication between teachers and students stimulates life communication"

This idea has two manifestations. The first level: take "student-student communication" as the daily ecosystem to promote the development of students' individual personality, and take it as the focus of class construction. The second level: teachers actively use "teacher-student communication" to stimulate life communication, and then activate each individual's life through "student-student communication". Teachers should properly perform their professional responsibilities with higher professional wisdom, stimulate the active communication between teachers and students, and then promote individual autonomy, rather than surpassing the communication between students, and directly promote the independent development of each individual.

3. The available educational methods for "democratic classes" are "a set of methods".

This is a three-dimensional method system composed of three-layer methods (strategies, measures and skills), which is extracted from the successful experience of many excellent class teachers.

Strategy: We try to put forward four strategies: opening up space, encouraging exploration, appreciating opinions and activating wisdom.

Measures: integrate all the affairs in class management into "three major tasks", which are expressed as "three measures" at the task level, that is, * * * build class organizations, carry out class activities and jointly create class culture. Under this strategy, the idea of class education will be further implemented in daily work.

Skills: This method is used to deal with various specific affairs, such as the formulation of class plans, the specific planning and implementation of a class meeting, and the management of the book corner. It also refers to many successful skills.

It is an educational thought with a clear artistic conception to integrate the above educational objectives, educational ideas and educational methods.

Second, class management undertakes the educational task with clear mode.

Class management undertakes three major educational tasks: * * building class organizations, carrying out class activities and jointly creating class culture.

The primary task of class management is to * * * build a class organization, so as to deeply develop the group communication space and let the class play its educational function. This can be seen from two aspects: 1. Class can produce social functions beyond individuals through cooperation between individuals. 2. The main function of the class is to let the class members develop through group communication.

The second task of class management is to carry out class activities, effectively solve practical development problems and cultivate students' initiative development ability. This task can be understood from two levels. 1 The development theme in class activities is students. This means that although both teachers and students need to participate in classroom activities, students should be the direct beneficiaries of the activities. At the same time, the development of students in class management is more realized by actively participating in the design and implementation of class activities. 2. The professional design of classroom activities needs the professional wisdom of teachers. Although students have a lot of potential to develop, they are still growing and need teachers to guide and help them with more advanced educational wisdom.

The third task of class management is to jointly create class culture and show students' independent vitality. As the development theme of class life, every student is qualified to participate in cultural construction, which includes refining distinct development themes, creating comfortable growth environment and expanding open communication space (including the communication space extending to schools, families and society).

From the perspective of intelligent teachers, the three tasks of building class organization, carrying out class activities and creating class culture support and blend with each other, and the work fields they represent are isomorphic into a clear pattern of building "democratic classes". If these three tasks can be accomplished with professional wisdom, the overall pattern of class development can reach a more ideal realm.

Third, class management is carrying out a lively educational activity.

As an educational activity with unique professional quality, class management needs to be implemented as concrete educational actions. A series of activities can be carried out to carry out lively class action courses. Among them, "rhythm" refers to actively planning and implementing phased theme activities in daily class life from the perspective of time, so as to highlight the development theme of each stage, and then form a theme melody of one semester and a life movement that lasts for several semesters; "Bright" is worthy of the emotional color of class life full of hope, openness and vitality, and showing students' pride in life. Specifically, this fast-paced educational action is reflected in the following three aspects.

First, a semester's operation technology-gradually develop a set of work processes.

Second, based on the action path of each semester-actively carry out a series of thematic activities.

Class-level series activities are divided into two levels: (1) a series of "small activities" in a "big project". (2) A series of "big projects" in one semester.

Third, look forward to the long-term action-"actively explore the three stages of development." The development process and educational activities of students are full of complexity. Therefore, it is impossible to promote students' development through the unilateral linear management process of "determining a single problem-finding a single reason-formulating individual school rules-rigidly implementing rules". Therefore, the clever head teacher described three stages of a class's conscious exploration and development: (1) spontaneous trial period. (2) conscious action period (3) active creation period.

At this point, we can clearly see that a clear educational concept, clear educational tasks and lively educational actions can systematically witness the professional quality of class management.