The Survey Of Personalized Management In Classroom Teaching

The reform should be made in classroom teaching management due to thepolicy of basic education reform as well as the current situation of basic education.The survey shows that there exists the ignorance of personalized management inclassroom teaching in China. In response to the new curriculum revolution, numerousschools of basic education have set up student-centered or question-centered teaching,which emphasizes personalized management in classroom teaching and guarantees theimprovement of the quality of education.In2002, Suixi No.2Middle School commenced classroom teaching reformcharacterized by “learning by instruction, making analysis, and putting forwardquestions”, for the purpose of eliminating spoon-fed methods in class, and doingpreliminaries for the new curriculum revolution. In2006, the school was certified asthe example of new curriculum reform in Anhui Province, construing the reform in2002. In2012, the school summarized its curriculum reform: self-study before beingtaught, teaching students in accordance with their aptitude, and all students-orientedteaching. In2014, the school furthered its reform, and made some supplements:self-study before being taught, teaching students in accordance with their aptitude, allstudents-oriented teaching, and helping slower students.The research into classroom teaching reform in Suixi No.2Middle School showsthat personalized management in classroom teaching emphasizes student-centeredmethod, in which students can cultivate their independence, and teachers can make upbetter teaching designs and curricular activities; furthermore, students will have acircular cognition of teaching contents; therefore, teaching and learning are wellintegrated.The research also shows that there exists something unsatisfactory in carrying out personalized management in classroom teaching. For instance, the issueconcerning developing students’ flexibility and independence in their initial learningstage, the issue about the habitual inertia of middle and aged teachers due totraditional influence, and the issue about the fossilization in teaching model.In order to guarantee the implementation of personalized management inclassroom teaching and fulfill its expected effects, the survey tries to clarify theprerequisites of the procedure and find out the way to the realization.Firstly, a management mechanism should be established. The training andappraisal system should be strengthened, from which teachers and students know wellwhat to teach and learn respectively, and also they will understand the effect.Attention should be paid to the construction of students’ study group and teachers’cooperation community, which contribute to the individual growth. Prominence isgiven to the quality and use of learning notes, by which individuality will be welldeveloped. A detailed analysis of the procedure of classroom teaching will be made,and study stages, subjects, class type, and class steps should be promoted, which willavoid seemingly ideal fixed pattern lessening students’ individuality.Secondly, the primary role played by teachers should be activated. Teachers arewilling to impart knowledge thanks to well-formed circumstances, activities, andwell-developed conscience. Teachers are to perform their duties due to clearregulations and the mechanism of appraisal and reward. Teachers will perform theirtasks well from practice and reflection.Thirdly, prerequisites should be guaranteed. First of all, time, space, carrier anddesign of procedure for reflecting students’ individuality must be satisfied. Otherfactors are indispensible, such as training and supervision to teachers, teachers’familiarity with students, appropriate instruction and cultivation to students, andmastery over some techniques of dealing with problems which students happen toencounter. No matter how exteriors change and how procedures of classroom teachingmake free combinations with actual requirements, emotions and motives of students’participation should not be ignored. Such potential constraints as emotion security which guarantees students’ self-respect, interest and relevance of curriculum,self-confidence in learning, a sense of belonging for acceptance, proper self-control,will determine whether student-centered classroom teaching reflects students’ fullparticipation, and whether personalized management in classroom teaching is trulyfulfilled.In brief, personalized management in classroom teaching will contribute toeffectively solving problems resulted from the ignorance of individual differences inlearning, will stimulate students’ all-round development, will make for alleviatingburdens and increasing efficiency in students’ learning, and will be conducive to theimprovement of education and teaching quality. It is expected that the research willfocus learning procedure and the fulfillment of learning conditions. It proves thatpersonalized management in classroom teaching will help students obtainmulti-dimensional development, and optimize education and teaching in school, if it isperformed from such aspects as students’ learning, teachers’ imparting knowledge, thechoice and organization of teaching contents, and the application of teaching-aidmeans, meanwhile, on the basis of esteeming individual differences.