A Diagnostic Study Of Classroom Culture In Primary Schools

As the core and breakthrough of education reform,the classroom has become a place for the collision and integration of new and old cultures.From a cultural point of view,classroom reform is also a classroom culture transformation and reshaping.The elementary school classroom in the basic education stage is a place for teachers and students to interact.The high-quality classroom culture formed in this place is the base of reform and creation,laying a foundation for the sustainable development of students' life and improving the quality of education and teaching.Nowadays,various education reforms have spurred the practice of classroom teaching in the basic education stage.However,the changes in the classroom are very small.The deep-rooted cultural atmosphere in the classroom,the traditional thinking and values of teachers and students make the classroom still follow the original road.Therefore,the core and ultimate goal of classroom reform is the reform and reconstruction of classroom culture.What characteristics of high-quality ideal classroom culture should be and how to judge the current classroom culture becomes the primary starting point of reform work.In this context,this study carried out a diagnostic study and discussion on the classroom culture of primary schools.Based on the theory of organizational culture and the particularity of classroom situations in primary schools,this study explores the content and dimensions.Designed a primary school classroom culture diagnostic scale.Through the survey and interviews of the students in the four classes of Wuhan H Primary School and G Primary School,the types and characteristics of the current classroom culture in the case class are analyzed.Combining the measurement results and interview results,the classroom culture status and expectation mentality are explored.The gap between the two suggests a tentative suggestion for the construction of an ideal classroom culture.This study first theoretically analyzes the content and methods of classroom culture diagnosis.This paper expounds the connotation and implication of elementary school classroom culture as a special organizational culture,as well as the organizational culture theory to study the value trace of primary school classroom culture;summarizes the previous research results on organizational culture diagnosis,and revised and designed the primary school classroom culture diagnosis scale.Content and Dimensions: The primary school classroom culture is divided into four types: emotional value,innovative inquiry,efficiency competition and authoritative control.The characteristics of the classroom,the style of the teacher,the rules of the classroom,the cohesiveness of the students,the focus of the class and Successful criteria are six diagnostic dimensions and reliability testing is performed on diagnostic tools.Then use the diagnostic scale to conduct case analysis,based on the results of the scale diagnosis,to analyze the five types of the dominant type,intensity,status quo and expectation gap of the case classroom culture and the internal consistency of the classroom culture dimension.The study found that:(1)the type of culture in the primary school classroom does not exist alone.The characteristics of various cultural types can be found in a classroom,but there is always a dominant role of certain cultural types in the overall culture of the classroom.The dominant types of classroom culture in the middle show a strong dominant position,and each class has a unique cultural identity.(2)All classes are expected to increase the emotional value and innovative inquiry culture characteristics in the classroom,reduce the authoritative control and efficiency competition in the classroom,and have different expectations and needs for the innovative inquiry culture.(3)Different types of classroom culture have higher consistency among the various dimensions,and the cultural characteristics of each dimension constitute the dominant type of class classroom culture.The rule dimension of the classroom has special circumstances.Finally,type analysis was performed with the results of the scale diagnosis,observation and interview data.It describes in detail the current classroom culture of the case class,and finds that the students in different classes have commonalities and differences between the expected class culture types and characteristics,and provide a basis for making suggestions.The study found that students have a common and strong expectation for the emotional value classroom culture,and the expectation of the innovative inquiry classroom culture is gradually increasing.In addition,the research results also show the expectations of students in the primary school classroom for the establishment of classroom rules.Based on the above research results,the characteristics of the expected classroom culture and suggestions for improvement are put forward,and further research and prospects are made.The improvement of the classroom culture in primary schools should adhere to the in-depth analysis of the diagnosis results,and the improvement objectives should adhere to the comprehensive setting of expectation as reality.By diagnosing the expected classroom culture types and characteristics,the multi-dimensional experimental path of classroom culture reconstruction is summarized,that is,a safe,cooperative and critical classroom culture is constructed to achieve the goal of cultural education.