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1.
一、教师文化影响班级管理风格1.教师文化影响班级管理观念。传统的班级管理过程中,受"应试教育"思想的影响,分数成为教师衡量学生好坏的主要指标。由于教师的管理过于权威和专断,学生被排斥在管理主体之外,形成了"课本中心""教师中心"的班级管理观念。教师是谁?教师是"传道、授业、解惑"者;教师是班级管理主体之一。在教师文化诸多内容中,教师对自身角色的认同是必要的,教师文化影响下的班级管理应是充分发挥学生的主动性和积极性,尊重 相似文献
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一、教师文化与班级管理风格1.教师文化人们普遍认为,教师文化是教师群体在长期的教育教学实践中形成与发展起来的价值观念和行为方式,它包括一个学校内教师团体所共有的信念、价值观、态度、习惯以及行为规范等,代表着学校的文化状况,是学校精神的体现。 相似文献
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班级作为教师和学生的主要活动场所，由于拥有独特的社会结构、地理环境、人文景观而形成的班级独有的一系列传统习惯、价值规范、思维方式和行为模式的综合即“班级文化”，对青少年学生全面发展起着潜移默化的作用。因此，如何建设班集体，使之形成具有独特风格的“班级文化”，是新时期班主任工作的重要内容，也是班主任工作的重要职责。 相似文献
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《陕西教育学院学报》2016,(7):87-91
本研究用测试和参与式观察的方法描述和解析了36名幼儿教师管理风格在亲子活动中的表现特征。通过统计推断和质性分析一致发现:样本园教师整体管理风格表现为合作——鼓动型,符合职业岗位的理想风格需求;教师管理风格在班别方面有明显差异,而在岗位分工上差异不显著;样本园教师管理风格在班级活动中的真实境况是鼓动为主,合作为本,适当控制。建议幼儿教师的管理风格应多样化,适合幼儿班级的年龄特征,灵活搭配;控制是幼儿管理工作必要的内容,要重视对幼儿教师控制策略及意识的培养,完善其基本管理素养。 相似文献
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张玉婷 《中华活页文选(教师版)》2023,(1):105-107
班级文化对于学生来说是很重要的，教师可以通过建设良好的班级文化将班级管理好，而这不仅仅影响着学生成绩的提高，也影响着学生的健康成长。通过建设良好的班级文化，可以使学生拥有正确的学习态度，提高自身素养。小学班级文化建设对小学生心灵发展的影响是很大的，在新时代小学班级文化构建中，已经产生了不少新的特点，这就需要我们优化班级文化建设，探索小学生健康成长的路径与方式。 相似文献
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班级管理看上去是一个普通而常规的管理工作，而实际上它体现的是一种文化。班级管理文化凸显三个“度”，即教师的宽度、家长的气度、幼儿的温度。 相似文献
7.
赵秀雯 《中华活页文选(教师版)》2023,(6):163-165
随着教育管理方式的不断创新，立德树人成为教学的根本任务，核心素养的培养与提升成为教育管理的主要内容。教师需要重视对学生进行思想教育，并将红色教育融入小学班级管理中，借助班级管理树立红色文化思想，增强以红色文化作为教学管理载体的现实意义，有助于促进红色文化的发展。 相似文献
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试谈如何加强班级文化建设和管理江苏省吴县教师进修学校虞玲玲班级文化是班级社会的一种现象，是由班级师生在班级教育环境中，通过教育教学以及生产劳动和日常生活等方式所创造的物质产品和精神产品的系统。班级文化是一种无形的力量，它对于班级全体人员有巨大的心理影... 相似文献
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班级的管理,说到底就是打造班级的文化。班级文化构成了班集体形成和发展最稳固、最有活力的基础,体现了一个班级特有的风格。作为学校教育和教学最基本的活动单位——班级社会,它既是一种教育制度,又是一种文化模式,其核心内容就是班级文化。 相似文献
10.
孙长春 《教育研究与评论(中学教育教学版)》2009,(7)
现代学校文化观照下的班级文化管理是一个较新的命题,用文化管理班级是每个班主任努力工作和奋斗的方向.作为中学语文教师,充分利用自身的文化优势,在班级文化管理中理当率先垂范,努力做出尝试和探索.班主任凭借自己的学识和人格魅力,对班级进行科学、规范的管理,使得师生双方逐渐养成良好的习惯和作风,形成主动学习、自主管理、默契合作的氛围,这就为班级运用班级文化管理奠定了必不可缺的坚实基础,从而达到班级管理的最高层次--文化管理. 相似文献
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Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice
《Teaching and Teacher Education》2006,22(1):1-21
This study examined effects of teacher characteristics (gender, teacher education and certification, class management skills and job satisfaction) and teaching styles on indicators of good classroom practice in mathematics classes in secondary education by means of multilevel analysis. The study reveals that the presence of effective classroom practices can be explained by a learner-centered teaching style and by good class management skills. Furthermore, it was found that teachers with a high level of job satisfaction give more instructional support to their classes, especially to classes from a low-ability range, than teachers with a low level of job satisfaction. 相似文献
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Patterns of verbal communications between a teacher and student can influence the classroom environment, quality of the instructional program, and student management in the classroom. This study examined teacher-student communication patterns in both regular and special education classes for behaviorally and emotionally handicapped students. It was expected that special class communication patterns would differ substantially from those used in regular classes. Those communications would result in more effective student management and more time on-task for learning. Webster's (1984, 1986) Process Interaction Model was used to analyze the communication patterns. Expected differences between how regular and special class teachers interact with students were not found. Implications of findings are discussed in relationship to teacher training, teacher effectiveness, and classroom management. 相似文献
13.
对教师的教学策略进行知识管理,在实践中具有重要的价值和意义。它可以使教师隐性的教学策略知识显性化,有助于变革传统的教学管理体制,创建学习型教学文化,提升教师的专业素养。对教师的教学策略进行知识管理包括教学策略知识的搜集、保存与传递等程式。教师教学策略的知识管理需要具备相应的条件,诸如发展型的教师培养、自觉性的理论学习、反思性的教学实践与创建共享型的学校文化等等。 相似文献
14.
教师文化病理现象透析 总被引：1，自引：0，他引：1
教师文化对于促进教师专业发展、优化师资队伍建设,进而提高学校管理质量发挥着举足轻重的作用.然而,目前学校组织中普遍存在着教师文化病理现象,严重阻碍着学校的发展,主要表现为:相互隔离,各自为阵;机械操作,按部就班;主体缺失,放弃管理;丧失动力,迷失自我.笔者认为可以从以下几个方面进行矫治:学校组织层面上,加强民主管理,革新评价机制;教师领导层面上,创造和谐环境,引导自然合作;教师自我层面上,更新传统观念,倡导专业反思. 相似文献
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This article describes the results of a second school improvement study directed at schools with mixed‐age classes, and compares the results of this second study with the first study. The second improvement study examines the effects of a staff development programme which introduced selected findings from teaching effectiveness research into ongoing school settings with mixed‐age classes. In addition to the staff development programme the effects of coaching are also evaluated. In contrast to the first improvement study the staff development programme was implemented by teacher educators and school counsellors in the regular educational support context (in‐service teacher education). A quasi‐experimental, treatment‐control group investigation was designed to test the effects of the staff development programme ‘Dealing with mixed‐age classes’, and the effects of coaching. Based on pre‐ and post‐training classroom observations, the second improvement study‐‐like the first one‐‐revealed a significant treatment effect for pupils’ time‐on‐task levels in mixed‐age classrooms, and for teachers’ instructional and classroom management skills. Only two coaching effects were found: for organising effective instruction and for dealing with disturbances. Time‐on‐task levels improved more strongly in classes of coached teachers. In the second improvement study the effects on teacher instructional and classroom management skills, and pupil behaviour are smaller than in the first study. The staff development programme as conducted in regular in‐service settings by teacher educators and school counsellors was less effective than the staff development programme as conducted in an evaluation setting by the designers of the programme. 相似文献
16.
Okhee Lee 《科学教学研究杂志》1995,32(4):423-440
This study examined the interrelationships among three major components of classroom teaching: subject matter content knowledge, classroom management, and instructional practices. The study involved two middle school science classes of different achievement levels taught by the same female teacher. The teacher held an undergraduate degree with a major in social studies and a minor in mathematics and science from an elementary teacher education program. The findings indicated that the teacher's limited knowledge of science content and her strict classroom order resulted in heavy dependence on the textbook and students' individual activities (e.g., seatwork) and avoidance of whole-class activities (e.g., discussion) similarly in both classes. Implications for educational practices and further research are discussed. 相似文献
17.
江祥花 《和田师范专科学校学报》2010,29(5):70-71
主要考虑目前五年制师范生生源素质的现状,并结合自身多年来从事班主任管理的工作经验,制定一系列班级和学生的管理措施,从而确保学生得到更好、更大的发展。 相似文献
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黄志兵 《宁波教育学院学报》2012,(4):32-35
幼儿教师园本培训是幼儿教师专业发展的有效途径,它与幼儿教师知识管理具有高度的相融性。但从现实来看,幼儿教师知识管理与园本培训之间往往处于分离状态。要解决这一问题,可以从幼儿园组织结构、幼儿园文化、幼儿园管理机制等三个方面对幼儿教师知识管理与园本培训进行有效融合。 相似文献
19.
李静 《天津师范大学学报(基础教育版)》2011,12(2):7-9
学校文化是一种组织文化,校长对学校的管理是文化管理。中小学校长有效实施文化管理包括：办学理念管理、学校制度管理、教师文化管理、课程实施管理和办学特色管理。文化管理是校长责任和权力的体现,也是时代赋予校长的历史使命。 相似文献
20.
Many physical education (PE) teachers have been challenged by the shift from teaching in primarily ethnic homogenous contexts to multi-ethnic (ME) classes. Teachers in secondary schools often experience difficulty in class management in such classes. This difficulty may limit their ability to create a positive student–teacher relationship and may result in practices of inclusion, exclusion and marginalisation. The purpose of this paper was to explore how Dutch PE teachers construct their relationship with their students and manage differences in ME classes. Using video stimulation, we interviewed 11 Dutch secondary school PE teachers about their teaching and managing of ME classes. Findings showed that these teachers tended to target a specific group of boys in their teaching and class management. In addition, their class management seemed to be based on an invisible norm about appropriate student behaviour. 相似文献