I think that in the process of grasping class construction and establishing a good class atmosphere, the class teacher is the dominant and the students are the main body. We must pay attention to giving full play to the students' main role and arouse their enthusiasm, so that they can realize that individuals have an unshirkable responsibility in class construction. With this sense of responsibility, students will have a strong internal drive, stimulate a desire for self-improvement, and gradually change from "heteronomy" to "self-discipline" to form a good one. So, how to give full play to students' main role?
First, cultivate students' sense of ownership and collective honor in activities
Group activities are * * * activities that students participate in to achieve the same goals that are consistent with their personal goals. The activities themselves have a strong purpose and are an important way to achieve them. Group activities provide students with opportunities to express themselves, so that their intelligence and talents can be brought into play, their special skills can be displayed, their desire for expression can be satisfied, and at the same time, they build a bridge for students, so that they can get to know each other, be tolerant and help each other. Activities stimulate their enthusiasm for striving for progress, their personality is respected, and their sense of participation and sense of ownership are greatly strengthened. This year, my classmate Chen Qiaoduo, from Class 7, Grade 3, was never late for duty and cleaning, and was conscientious in duty, and was willing to help others. The most valuable thing was that whenever there was paper at the door of the classroom, she could pick it up at any time after seeing it. From this, I saw that she cared about the good quality of loving the group, and her actions influenced other students in the class. Maintaining cleanliness and taking the initiative to work in the class has become a common practice, and Xu Jing herself has driven her to work in other places.
"Morning check" belongs to the position of the head teacher's "patent". We turn it into a short collective activity time, where cadres preside over discussions on some hot topics such as class and school society. Wang Bo, Hou Yuzhen, Hou Xiaofeng and others are just ordinary students, but they actively participate in it and cultivate their sense of ownership through activities. They become active, bold and confident, and their ideological level and oral expression ability are improved.
second, in class construction, establish an equal and harmonious relationship between teachers and students.
The work of the head teacher should adapt to the characteristics of students' physical and mental development, and determine the people-oriented educational thought. The head teacher should care for and care for each student, respect the personality of each student, treat each student equally, create a harmonious class atmosphere, and let each student truly feel that the group is warm from the heart. This harmonious and healthy atmosphere exerts a subtle influence on students. Psychological research proves that the depth of friendship and feelings of people have an extremely important influence on the exchange of ideas. It can be seen that a good class atmosphere and teacher-student relationship play a considerable role in the formation of students' thinking and class spirit. I pay attention to creating this atmosphere in class construction. It can be said that while being loved and loved by others, the students have enhanced their friendship, which has further sublimated the harmonious and harmonious atmosphere of the class. This emotional experience will become the internal driving force for students' good moral behavior and the formation of a good class atmosphere.
Treat individual students and let them feel the sincerity of teachers. Once, because the teacher was late for class, several students were late one after another after the second class. I was very angry and didn't ask the reason clearly. I severely criticized them in front of the whole class and let them have a good understanding after school. Afterwards, I reflected on my unsettled attitude. When these students came to the office with a dissatisfied resistance after school, to their surprise, I made a self-criticism first. They saw my sincere attitude and said sincerely: "We are sincere. In an atmosphere of mutual understanding and harmony, teachers and students resolve conflicts. In this atmosphere, whenever students make mistakes in the class, they can take the initiative to take responsibility and take active measures to make amends. Over time, there is no market in bad style in the class, and everyone has a kind of self-discipline, which gradually changes "what I want to do" into "what I want to do", which restricts and changes students' behavior patterns, and a stable and positive class style will continue to form.
Third, give full play to students' self-education function, and let students manage themselves
Traditional class management mainly restricts students by dogmatic system. The head teacher is the core of
management, and carries out "super-nanny-style" all-round supervision over students. Students' nature is lively, naughty and mischievous, which may contain wisdom and creativity. However, under the supervision of the head teacher, students are obedient to teachers.
The famous educator Suhomlinski said: "Only the education that can inspire students to carry out self-education is the real education." In class work, the head teacher should adhere to the principle of "persuasion is the main thing, indoctrination is the auxiliary thing", and change the preaching from "centralized" to "centralized" analysis, so that students can since the enlightenment. In addition, according to the psychological characteristics of students, a self-management model is established, and students are managed by various methods. In the management, the class teacher plays a guiding role. I deeply feel that education should not be simple and rude, but should be guided by the situation. At the same time, students should be given free space for self-management and self-education, so as to guide students to correct their shortcomings and consolidate a good class spirit.
In short, in class construction, the class teacher should give full play to the potential of each student, mobilize the subjectivity of students' participation, form a joint force of education, and make the members of the collective closely unite together, so as to form a good class spirit.
The so-called student-oriented view refers to giving full play to the students' subjective role in the management process, not just treating them as management objects. However, many class teachers have failed to establish this point ideologically. In management, students are placed opposite to management, and they pursue authority, stylization and unification in management, requiring students to obey orders unconditionally, and replacing students' autonomy with imperative and imperative. The class atmosphere is lifeless, with no activities and no fun. Even if there are activities arranged by teachers, students are always in a passive position. As we all know, the purpose of management is to promote students' socialization, that is, to promote students to know, understand and adapt to society. This is a very complicated process, and it is far from enough to rely solely on the management of the class teacher, and even negative effects may occur, such as decreased sense of responsibility, reduced self-control and enhanced rebellious psychology. Dialectical materialism tells us that the external cause is only the condition of change, the internal cause is the basis of change, and the external cause can only work through the internal cause. For this reason, the head teacher "should pay attention to the initiative of students and cultivate their self-education and self-management ability" (Outline of Moral Education in Middle Schools).
first, we should have a democratic spirit and implement democratic management. As Wei Shusheng said, democratic management means that most people participate in politics, decision-making and complicated work in a certain sense. The premise of implementing democratic management is to respect students, treat them equally, be both teachers and friends, and establish a new relationship between teachers and students. At present, middle school students don't want to tell the class teacher the truth, because some teachers always appear as managers.
second, fully mobilize the enthusiasm of each student to participate in management, respect each student's opinions at work, and make students feel that they are the masters of the class. At the same time, some measures can be taken, such as formulating class management system and implementing shift system of team leaders, to enhance students' sense of ownership of the class.
Third, guide students to manage. Students are the main body of the class, but they are students and educated after all. To turn the requirements of society into their quality, we need the education and guidance of the class teacher, such as guiding students to manage themselves correctly, manage others and how to participate in class management.
Fourth, let students organize their own activities and work independently. Teachers give timely instructions to cultivate students' organizational ability. There are also some students with poor self-control, but also give up a blank in management, let them manage themselves, in order to cultivate their self-control ability.
We advocate that moral education should give full play to students' main role. The theoretical basis is: First, Marxist theory of contradictory movement: external cause is the condition of change, while internal cause is the basis of change. Teachers' educational activities are external causes, while students' ideological contradictions are internal causes. Second, the viewpoint of pedagogy on educational laws and principles: education is to cultivate people's activities according to social requirements, and to transform social moral requirements into students' moral quality is bound to be restricted by students' physical and mental development laws and other non-intellectual factors. The third is the requirement of implementing quality education: it is an important principle of quality education to let students develop actively.
how to give full play to students' subjective role in moral education, we think the key is to build a student-centered moral education system.
l, explore the law of moral education that adapts to the law of students' physical and mental development and can effectively play the role of students as the main body. (1) Make the content of moral education concrete. Decompose and refine the instructions and requirements of the party and the state on moral education in schools and the moral education content stipulated in the Outline of Moral Education in Middle Schools into operable educational content that can reflect the characteristics of schools, and implement it in every semester. (2) Hierarchical development goals. Students' ideological and moral qualities are different, so it is obviously unrealistic to ask a student whose ideological and moral qualities stay at the level of "I don't interfere with others" to help others. We divide the goal of moral education into three levels, and each level sets the specific requirements to be achieved and teaches students in accordance with their aptitude. (3) Staging individual progress. We help students to decompose and grade their goals, and correctly construct phased goals, so that every success, even a small success, gives students self-confidence, so that students can use self-confidence to ignite the spark of their desire for progress and generate motivation for continuous progress. (4) Make moral education activities independent. Give students every moral education activity prepared by the school and its purpose requirements, let students conceive and design, let students undertake and preside over, let students summarize and improve, and give students a larger space so that everyone can participate and benefit.
2. Establish a moral education operation mechanism that is conducive to giving full play to students' main role. (1) Develop the principles of educating all teachers. To standardize the teaching behavior of all teachers in moral education requires teachers to guide, coach and supervise students to actively participate in moral education activities, learn to be a man and do things, and enhance their sense of autonomy in line with the principles of respect, understanding, democracy and encouragement. (2) Implement the rotation system for student cadres. The implementation of cadre rotation can enable more students to realize their desire to be cadres and serve people, get equal exercise opportunities, cultivate their subjective ability and give full play to their respective strengths. (3) Construct the incentive measures for all students. In order to encourage students to actively participate and express themselves, we have taken some measures to promote the autonomy of moral education activities, such as setting up moral education activity design awards, cadre independent management awards and other related awards.
3. Improve the evaluation system of moral education that is compatible with moral education methods and operation mechanism. We should build an all-round, multi-level and operable evaluation system. The basic idea is: evaluation should pay attention to both results and processes, both students and teachers; The methods are qualitative and quantitative combination, whole rest and stage combination, self-evaluation and mutual evaluation combination, and school and family and society combination.
class meeting is an effective way for schools to implement quality education, an organizational form for moral education in schools, and the main position for class teachers. Therefore, the class teacher must inspire and guide students to get rid of the passive position of receiving education in class meetings, so that students can become the main body of self-education. So, how can we make students become the main body of the class meeting?
summarizing the previous class meeting activities, we will find that there are some problems in the class meeting class that ignore the role of students as the main body, which are mainly manifested in: First, the mistakes in determining and adopting the theme. The theme is often decided by the head teacher himself, which makes the theme of the class meeting too broad and empty or in line with the grade characteristics but not in line with the students' ideological reality. Students always feel that they have nothing to do with themselves and are far away from themselves, and lose interest in participating. The second is to adopt formal loopholes. Because the head teacher is busy at ordinary times, he has no time to prepare for the class meeting, and often adopts the reasoning style of full-house irrigation. As a result, most students can't concentrate on listening to the class for a long time and wander off. When they are bored, they even don't listen to any opinions of the head teacher, which runs counter to the original intention of the head teacher's education. The third is to adopt various methods. The form of full participation by students' organizations has aroused students' enthusiasm, but neglected the breadth and depth of the ideological content of students' education, thus weakening the intensity of education.
In view of the above phenomenon, in order to make students become the main body of the class meeting and give full play to the maximum educational effect of the class meeting, the author thinks the following methods are better:
First, determine the theme of the class meeting. In addition to determining the theme according to the moral education goal of the grade, the theme of the class meeting should be determined by combining the characteristics of the individual combination of the class.
Secondly, the form and method of class meeting should be vivid, novel and colorful according to the age and psychological characteristics of students and the actual situation of the class, so as to satisfy students' desire to participate. For example, when a class meeting is held in the form of reasoning, the class teacher can also use skills to explain the truth in simple terms in the form of reports, talks, discussions, seminars, explanations and other forms combined with multimedia to attract students' attention. For class meeting activities in various forms, the key to success or failure lies in the preparatory work: the class teacher or class leader must first mobilize all the class, take the group as a unit, and the team leader is responsible, and each member makes suggestions. Then the class leader and activists are responsible for selecting topics, determining the form and method, and other students work together to collect information. Finally, the class teacher gives reference opinions on the parts that have nothing to do with the theme or need to be deepened, which can deepen the theme and ensure the quality. In addition, we should also consider the interests and specialties of the students in this class, fully do the ideological work of the "middle-level" students, let them try to participate, cultivate and tap their potential.
In short, to give full play to students' main role in the class meeting, we should discuss and prepare with students * * * whether determining the theme or adopting the form, and give full play to students' autonomy and creativity. This process can make students interested in participating, thus being more willing to accept the contents of the class meeting and enjoy their "fruits of labor" in the class meeting, so that their thoughts can be really touched and become the main body of the class meeting.
The traditional class management lacks the guidance of scientific theory, and the head teachers are generally subjective and arbitrary. Or mandatory orders, or paternalistic words must be trained; Or nanny-style supervision, not giving students a little freedom. For a long time, our head teacher got up early and was greedy for the dark, and he had to take care of all the details of class work. On the one hand, this management method makes the class teacher busy and busy, and can not improve himself; On the other hand, this "nanny-style" management ignores students' subjectivity, suppresses students' autonomy, self-care and autonomy, and is not conducive to the cultivation of modern people's quality.
modern management