Research On Teaching Management For Grade 3 Of High School

In China,our education in high school for the senior students is bound by the traditional class teaching system for a long time,and the whole process of our teachers' work adopts the “one-size-fits-all” method,but seldom takes into account the difference in intelligence and personality among the students who face the pressure of college entrance examination.In the meantime,in our country' s basic education and teaching management,there is a lack of comprehensive and in-depth study on reforming the school's teaching management and implementing the stratified teaching management in grade 3 of high school.To address the above issues,this thesis studies the stratified teaching management in grade 3 of high school.It is hoped that the stratified teaching management can be improved to achieve students' aptitude,to improve teaching quality,and to promote the development of students,teachers and schools.Based on the existing research status in our country and abroad,we took Chengdu C Middle School as a sample and conducted the follow-up investigations and studies on the “three-workshop,one-system”(the workshop for key university;the workshop for the students who just passed admission score;the workshop for art and physical education;the mentor mechanism)for the stratified teaching management in grade 3 of high school,from four aspects: what,why,implementation status,implementation effectiveness,insufficiency and solution.This thesis is organized as follows.The first chapter of the introduction mainly explains the research purpose,research significance,research ideas,core concepts,literature review and theoretical foundation.The second chapter describes the implementation of the "three-workshop,one-system" stratified teaching management in Chengdu C Middle School.We mainly explain the basic meaning and specific content of the "three-workshop,one-system" and conduct a questionnaire survey and analyze the effects after implementation.The third chapter studies the effectiveness,insufficiency and remaining problems.The effectiveness is mainly reflected in the fouraspects: to promote the students' all-round development,to achieve professional development of the teachers,to improve the management of the school and to improve the quality of teaching.The main problems are the parents' misunderstandings,the student's labeling effect,student's labeling effect,a single standard for stratification,and the imperfect evaluation system.Chapter 4 addresses the problems of“three-workshop,one-system” and proposes a six-point strategy to solve the problems:strengthen parental communication,strengthen student communication,strengthen class teacher's management of students,strengthen teacher professional development,improve the standards for stratification,and improve the evaluation system.