What are the principles of classroom teaching management? (1) Goal-oriented principle
A good classroom teaching management goal can make teachers and students psychologically synchronized, have a directional thinking, make teachers and students' activities have a consistent direction, and become the behavioral direction in teaching.
(2) Normative principles
The standardization, proceduralization, process and scientificity of classroom teaching management are conducive to the development of classroom teaching activities, students' active participation in classroom activities and students' completion of classroom activity plans.
(3) the principle of integrity
Classroom teaching activities are a small society composed of teachers, students and the environment. Classroom is the environment for learning activities. Any classroom activity should be guided by seeking the overall development of the classroom. Whether it is the setting of classroom teaching environment, the arrangement of classroom teaching time and space, the handling of classroom affairs and the development of classroom activities, we should take into account the overall effect of the classroom and pursue the quality of classroom management.
(D) the principle of flexibility
Classroom teaching management should be adjusted according to the changes of students' conditions, teaching methods and teaching contents. We should organically combine the flexibility and authenticity, diversity and effectiveness of classroom teaching.
(5) the principle of development
The purpose of classroom teaching management is to promote the development of students' quality and improve teaching quality. We should adhere to the people-oriented principle, take the development of students as the core, determine the classroom teaching management objectives according to students' cognitive ability and psychological characteristics, base on guiding all students' all-round development, create an interactive atmosphere between teachers and students, and promote students' active learning and exploration.
Content expansion: the principle of teaching management
What are the principles of classroom teaching management?
(A) the principles of teaching management
1. Manage teaching according to the requirements of curriculum standards.
Curriculum standards are the basis of textbook compilation, teaching, evaluation and examination proposition, and the basis of national management and evaluation of curriculum. It embodies the basic requirements of the state for students at different stages in knowledge and skills, processes and methods, emotional attitudes and values, stipulates the nature, objectives and content framework of each course, and puts forward teaching and evaluation suggestions. In the course setting, the time for setting up the course, the time for teaching and reviewing exams in the school year, the time for holidays, the time for arranging classes, the time for traditional activities and the time for artistic and comprehensive practical activities are stipulated, which are considered from the perspective of training objectives and should be strictly implemented. (You can't increase or decrease courses at will, increase or decrease teaching hours, and shorten comprehensive practical activities and holiday time. )
2. Manage teaching according to the characteristics of the teaching process.
The teaching process is an interactive educational process between teachers and students. For example, the process of reading teaching in Chinese class refers to the process that students experience reading ability, learn reading methods, develop intelligence and improve humanistic quality with the help of reading textbooks under the guidance of teachers. It includes all aspects of reading teaching. If we grasp this process, we can grasp the whole of reading teaching. Teaching objectives can be achieved through this process, teaching contents can be embodied through this personal process, and teaching methods can be applied through this process. In teaching practice, our teachers have created a model of reading teaching process. These models have both individuality and many * * * features. Generally speaking, most of them are similar to this model: reading preparation, overall perception, reading comprehension, overall grasp, appreciation, evaluation, feedback adjustment, or adjustment of this model. And then what? Chinese curriculum standards? Both process and method have requirements. Right? Process and method? The implementation of evaluation also starts with classroom participation, reading habits, expression and communication, learning methods, extracurricular learning and so on. Teaching administrators should manage teaching according to these, so as to ensure the normal teaching work and the improvement of teaching quality.
3. Follow the teaching rules to manage teaching.
Law is the essential connection and inevitable trend of the development process of things. It has the characteristics of objectivity, universality and effectiveness. Management teaching must follow the teaching rules. For example, teachers' teaching knowledge to students is always a process from simple to deep, from easy to difficult, from simple to complex, from concrete to abstract. This is a basic law of teaching, and teaching is invalid if it is violated. For another example, in the teaching process, the leading role of teachers and the main role of students, teaching and educating people, teaching and educating people and developing students' personality are all inevitably related, which are the objective laws of teaching. As far as Chinese teaching is concerned, in view of the particularity of Chinese teaching, the richness of Chinese teaching content and the diversity of Chinese teaching methods, many contradictions have formed among various factors in Chinese teaching. To deal with these contradictions, we must have a series of teaching principles. These principles include not only general teaching principles such as integrating theory with practice, intuition, inspiration, step by step, consolidation and teaching students in accordance with their aptitude, but also special teaching principles that reflect the special laws of Chinese teaching. For example, the principle that language teaching serves language training, the principle that speech content and speech form are unified, the principle that both written and spoken language are given consideration, the principle that language sense training is combined with intellectual development, and the principle that classroom Chinese learning is linked with life speech practice. These special principles have the basis for determining the principles and the way to implement them, otherwise the teaching will fall into blindness and arbitrariness. Therefore, these are the scientific basis for teachers to design and organize the teaching process, and also the basis for teaching managers to correctly and effectively solve theoretical and practical problems in teaching.
(B) the management principles of moral education
1. Moral education should be combined with teaching.
Teaching is always instructive. This is the summary of long-term teaching practice and the objective law of the teaching process. The teaching of all subjects has rich and profound educational factors. Moral education plays a subtle role through teaching, which not only imparts knowledge to students and cultivates their abilities, but also improves students' understanding level, establishes good political and ideological views and cultivates good moral quality.
2. Moral education should be carried out according to the characteristics of teenagers.
This is the premise of moral education. We should not only analyze the age characteristics of students physically and psychologically, but also analyze the influence of the times and environment on students. Practice has proved that children are easy to receive education and are easy to be corroded. At present, there are many problems worthy of attention in primary school students' moral quality, behavior habits and concept of law and discipline. We must overcome the tendency that moral education is divorced from reality, rigid and adult.
3. Moral education must be carried out in accordance with the laws of moral education.
Students' ideological and moral character is mainly composed of four elements: knowledge, emotion, will and action. The process of moral education is the process of cultivating students' knowledge, feelings, intentions and actions. It is the law of moral education to move with emotion, understand with reason, guide with action and persevere. Must follow.
4. Moral education must pay attention to actual effect.
To pay attention to practical results, formalism must be overcome. Therefore, we must follow the law of children's growth and integrate moral education into teaching, colorful activities, audit practice and daily management. Moral education should also attach importance to the formation of a democratic, equal and harmonious atmosphere and enhance the educational effect.
5. Moral education should coordinate various educational forces.
It is mainly that schools, families and society should unify their understanding, goals and requirements of students' moral education, cooperate closely, coordinate and form a joint force.
(3) Principles of educational administration.
Mainly follow the management process? Plan implementation inspection summary? In this basic stage, the order is pushed forward periodically, and the management is carried out at the level of clear division of labor and close cooperation according to the combination of duties, responsibilities and rights, so as to rationally combine and coordinate the complex relations among the various elements of the school and optimize the management objectives.
The academic affairs office is a functional organization under the leadership of the principal, just like the general staff of the army and the chief engineer's room of the factory, and the director of the academic affairs office is like the chief of staff and chief engineer. It plays an important role in school. The work of the Academic Affairs Office is not only the daily work of educational administration in some schools, but also the implementation of the educational principles and policies of the party and the state, the handling of affairs according to the characteristics and laws of education and teaching, and the principles of education and teaching management, and assisting the principals to complete the task of leading and managing education and teaching. The Academic Affairs Office is mainly responsible for the planning, organization and inspection of education and teaching, guiding the whole school's teaching work, moral education, comprehensive practical activities, cultural and sports hygiene, laboratories, libraries, printing and typing, audio-visual education, school-based teaching and research and all other matters closely related to education and teaching. It plays a very important role in running a good school and improving the quality of school education.
1. Teaching thought management.
The primary task of teaching management is the management of teaching ideas. This is because practice without theoretical guidance is blind practice. All teaching activities are carried out under the control of certain teaching concepts. Teaching concept management means that school leaders should guide all teachers to establish correct teaching concepts. If teachers' teaching guiding ideology is correct, they will consciously control and adjust themselves and constantly improve their teaching work, so as to continuously improve the teaching quality. From a certain point of view, whether a teacher's teaching ideas are correct or not largely determines his achievements in teaching and educating people. As the function of the management teaching thought of the Academic Affairs Office, its importance is self-evident. All the staff of the Academic Affairs Office must first establish correct teaching ideas, which is the ideological guarantee of teaching management, otherwise teaching will be led astray.
2. Teaching organization.
Teaching management must have an effective management organization. This is the organizational guarantee of management teaching. The management teaching of the Academic Affairs Office is mainly a preparation group composed of teaching and research group (subject center group) and teachers who teach the same textbook. The subject center group is mainly a teaching and research organization to improve teachers' ideological and professional level through teaching and research work, and also belongs to the grass-roots organization of teaching management. Therefore, in order to establish a good teachers' morality, form a good teaching style and continuously improve teachers' level and teaching quality, we must attach importance to the construction of teaching and research groups and give full play to their functions.