The Research Of First Grade Teacher’s Class Management Strategy On The View Of Transition From Infancy To Pupil-age

Classroom management is not only closely related to the improvement of teachingquality, but also directly associated with students’ physical and mental development.Classroom management is of particular importance for students in the transition period fromkindergarten to elementary school. The previous research on teacher’s classroom managementmainly focused on the classroom management in the macro elementary and secondary level.However, the present study specifies the classroom management strategies to teachers in thefirst grade from a Transition from Infancy to Pupil-age perspective of bridging kindergarten toelementary school.This study is a case study that based on a elementary school in Yichun City, andanalyzed the first-grade teachers’ classroom management behavior from the view of themanagement of classroom environment, the preventive strategy of classroom managementand intervention strategy of classroom management. And providing the scientific classroommanagement strategies based on the above analysis.On the classroom environment management aspect, I provided these strategies which arestrengthening the knowledge, making full use of physical environment and giving attention to botheducation and art according the related problems which are classroom’s physical environment withsimple form in the observed school and lack of time, hard to decorate in a small space and afraid ofthe distraction of student that are provided by teachers. Knowing more about students, speakquietly and modeling are the strategies to psychological environment management.On the classroom management prevention strategy aspect, according to the different strategiesemployed teachers, I started from the behavioral norms’ set, teaching and implement. And Isummarized that the setting of behavioral norms must be accurate, reasonable and communicative.The teaching of behavioral norms should pay close attention to the first beginning weeks of thesemester at the corresponding environment and circumstance. What’s more, using correct form todescribe behavioral norms and set example during the teaching process. At the implement process,the reinforcement should be used correctly and reducing the situation that students have nothing todo correspond with concrete conditions. On the classroom management intervention strategy aspect, I started with theinfluence degree of classroom problems and divided them into pseudo problem,slight problem, moderate problem and severe problem. Adhering to the differential,eyes on the future and direction principals, using the ignorance, intervention, correctand punishment strategies based on the different degrees of problems. And combinedwith real examples observed by classroom observation, I provide the correspondingcoping strategies.Based on the three aspects mentioned above, the researcher generalized the commonfeatures of good classroom management strategies for teachers, which are paying specialattention on transition from infancy to pupil-age，focusing on the cultivation of students’ self-manage behavior.