A Study On The Phenomenon Of Regularization In Primary School Classroom Management

China has implemented quality education reform for many years,and certain changes have taken place in classroom management in elementary schools in China.Despite these changes,it can be found through research that there are still some negative factors in classroom management,especially classroom routines.Conventional,as an indispensable norm or system for teacher teaching and student learning in the classroom,has long been out of people's educational vision and in a state of "no one cares".The classroom routines have not really exerted their educational function,which is not conducive to promoting the comprehensive development of elementary school students.To do a good job in the routine management of primary school classrooms,it is necessary to change the existing management perspectives and strategies,increase guidance and encouragement for students,Achieve the goal of quality education.In view of this,this thesis is based on the existing research on elementary school classroom routines at home and abroad.In the first part,it starts from the entire history of human social development and educational development,and explores from the development of the initial institutionalized education.Tracing the connotation and characteristics of classroom routines,it is pointed out that the development of education should go beyond institutionalization and pursue a higher level of authentic education.The ultimate purpose of classroom routines is to achieve the development of students' physical and mental health.This normative force It provides a good order space for students' personality development.Based on the discussion of classroom routines and human development,we can find that the current primary school classroom routines have "alienated" in terms of the way of existence and the role and value they play,emphasizing external control and control over students.And become a strict discipline force.In order to study the nature of disciplined education in classroom routines,one must also understand the origin and connotation of disciplined education.This article considers that the classroom routines embodied indisciplined education refer to classroom routines as a normative force,through a series of powers.And technical control(regulations,standards of rewards and punishments,discourse authority,etc.)to achieve specific,standard goals,and shape the tame body and obedient soul of students.The second part conducts an in-depth investigation and analysis of the routine situation of elementary school classrooms,and summarizes the specific manifestations of the regularization phenomenon in the current routine management of elementary school classrooms.In the understanding of classroom routines,the study found that most teachers' knowledge of classroom routines remained only Regarding classroom routines as a means to maintain classroom order and the cultivation of students 'behavioral habits,they ignore the high-level functions of regular education that should promote the development of students' physical and mental health;in the formulation of routines,their formulation methods and content are presented Educational discipline,the formulation content mainly includes physical discipline for students,time and space discipline,and language discipline;for routine maintenance,schools and teachers adopt a series of technical means to deal with violations to maintain The order of the classroom includes the following methods:hierarchical monitoring,standardized rulings and inspections.After that,in the revelation of these disciplined phenomena,in-depth reflections on the disciplined education in the conventional are analyzed,and the causes of the disciplined education and its adverse effects are analyzed.The third part is to think strategically to improve the phenomenon of discipline in elementary school classroom routines.The main contents are as follows: first,teachers must establish the correct education concept to make the classroom routine managers humanistic;second,teachers and students participate in the formulation of routines,and the content must be focused on the growth of students' lives;third:routine management must be democratic,Teachers are empowered to cultivate students' autonomy in a way that encourages and guides them.Fourth,teaching and management are closely related.Teachers must go beyond conventional organizational teaching.