| Class atmosphere is the heart and soul of a class and the essence of a class.As an important part of class management,class atmosphere management provides a harmonious and positive class atmosphere for children,which not only lays a solid foundation for the cultivation of physically and mentally healthy talents,but also is of great significance to the development of high-quality preschool education.Teachers use various class management means and strategies to form a good class atmosphere.By coordinating the teacher-child relationship and peer relationship in the class,the parent-teacher relationship and teacher-student relationship outside the class,they maintain and manage the class order,formulate class routines and standardize children’s behavior.The good class interpersonal atmosphere affecting children’s psychology and behavior is characterized by harmonious teacher-child relationship,friendly peer relationship and high acceptance,The teacher teacher relationship and parent teacher relationship are harmonious,the class cohesion is high,and children feel happy and belonging in the class.This paper focuses on the class atmosphere management of kindergartens.Taking the H teacher of class C of Chongqing a kindergarten as a case,this paper adopts the methods of interview,case study,observation and literature analysis.The research idea is the overall idea of this study,and summarizes and reflects on seeking theoretical support-field observation and interview-analyzing experience and methods.This paper explores the situation of H teacher’s class atmosphere management as a whole,defines the three dimensions of class atmosphere,order and discipline,cohesion and interpersonal relationship,in which interpersonal relationship is subdivided into peer relationship,teacher child relationship,teacher teacher relationship and parent teacher relationship.Present the real appearance and effect of class atmosphere management of H teacher in class C: the relationship between teachers and children is close and harmonious,peers accept each other,the class is orderly,relaxed and lively,and the cohesion of the class body is high,so how does h teacher do it? At present,there is little systematic research on class atmosphere management in preschool stage.Therefore,this study adopts qualitative research methods,takes the class atmosphere management carried out by class H teachers of class C in park a as the research object,goes deep into the scene of class C,investigates and explores the interactive operation of teachers,teachers and children,teachers and teachers,children and children,time,space and other elements in this dynamic process,and presents the real appearance of class H teachers’ class atmosphere management,And summarize and refine the methods and Strategies of class atmosphere management of class H teachers in class C.Through research and analysis,it is concluded that the factors affecting the formation of a good class atmosphere in class C are:(1)teachers have a deep sense of love for teachers,believe that every child is an angel,sincerely praise the child,integrate into the child’s world from the heart,participate in their games and solve their conflicts;(2)listen to the child’s words: establish an equal relationship with the child,always have an equal dialogue with the child,and carefully listen to the voice of the child,Carry out parent meetings in a planned way and form a tacit cooperation relationship with parents and colleagues.In terms of class order and discipline,when formulating rules,teachers should meet the needs of children,accept their opinions,pay attention to their feelings,and have humanistic care.In terms of cohesion,we should cultivate children’s collective consciousness,enhance the sense of belonging to the class,and help children establish a good sense of mutual care and help among their peers;(3)Warm and interesting environment layout.It summarizes the methods for preschool teachers to better manage kindergarten class atmosphere:(1)pay attention to children’s class life experience and encourage children’s collective expression;(2)Implement the management of joint growth of teachers and children and create various interactive opportunities;(3)Adopt the communication mode of blending emotion and reason,and flexibly use the routine;(4)Use strategies to resolve peer conflicts and create a harmonious interpersonal atmosphere. |
