The Action Research On Class Management In A Rural School

This thesis is the result of my one-year action research with three teachers in Ganzanggou Primary School. In terms of research methods, I used the participatory observation, the deep interview and case study method. I applied the action research, which is cooperative, developmental, and reflective, to study class management. During the process, I studied Grade one and Grade three and their three teachers. Based on grounded theory, field inquiry and action research, I arrived at the following conclusions:I. In rural primary school, teachers' class management is mainly compulsory. That is to say, some teachers always demand students to obey authorities and submit to rules, which is apparent in the analysis of three teachers and two classes. And teachers' judgments on students are also in line with the degree of students' obedience.II. Teachers' views on teaching and students play an important role in class management of rural primary schools. Teachers' teaching experiences and individual knowledge have referential significance to their management as well.III. Positive measures of class management are vital to the development of teachers' capabilities to manage classes. There are many approaches to make those measures into practice, which establish a desktop for students' development and growth. The rural teachers need to enhance, master and practice flexible measures to enliven students. The study shows that these practices are effective.IV. Improving teaching environment is one of effective means to manage lower grades in a primary school. Excellent teaching environment exerts a positive impact on students' behavior implicitly. Meanwhile, putting up wall charts and making teaching aids by hand may lessen rural teachers' teaching burden and make students' learning easier.V. The development of class organization in rural schools depends mainly on teachers' guidance and supervision. Being an elementary group organization, the structure and mechanism of a class is not as perfect as other organizations. Moreover, teachers, who act as a director of the class, utilize his authority and power to manage organization of a class. As a result, it only functions as an instrument. Not considering carefully, teachers change the organizations' leaders, which makes it unstable. By the wayr its maturation and development is a continuous process involving interactions between students, as well as students and teachers.VI. Educatio'nal researchers and rural primary teachers should do action research together. This is a very important way to improve rural primary school's development. Compared with key primary schools in cities, the rural ones are in a disadvantage place. So they are in emergent need of more assistances and encouragement from outside world. When advocating education equality and justice, educational researchers should bring new educational notions and teaching methods to rural grass-root schools, and corporate with rural primary teachers to do research.