A Narrative Study On Class Management Ability Development Of Novice Head Teacher

The new head teacher is at the beginning stage of class management,which is not only the period when the class management ability of the head teacher needs to be improved,but also the golden period for the cultivation of his class management ability.The development direction of class management ability at the novice stage of class teacher not only affects the current state of class management,but also has a profound and long-term impact on the whole career of class teacher in the future.Therefore,all walks of life pay attention to the development of the management ability of the novice class teacher and attach importance to the training and guidance of the novice class teacher.This study adopts the micro-research method of educational narrative,focusing on recording and analyzing the dynamic development process of class management ability of new homeroom teachers in the real situation of class management.By listening to education stories and recording and screening research samples,it presents the real connotation and value of the development of class management ability of new homeroom teachers in practical activities in an objective and interpretive way.First of all,a half-year cooperative education narrative study was conducted on three junior high school novice class teachers from three schools.The three novice class teachers had been in class management for 0-1 years,1-2 years and2-3 years respectively.The purpose of this study is to focus on the dynamic development process of class management ability in the first three years of the new head teacher,and take the time as the head teacher as the research order,to fully listen to the class management stories of each new head teacher in three aspects:class construction management,class routine affairs management and class activity management.Fully observe,display and analyze the development status of each new class teacher’s class management ability at different stages,deeply analyze and reconstruct the class management ability development story,and think and explore the significance and value of class management education behind the story.The three new class teachers in the study are all teachers with their own unique educational background and experience.They do not have extensibility and replication in the development process of class management ability,but their class management ability development mode is exploratory and reflective,which can arouse the resonance and reflection of other new class teachers.At the same time,the participation of readers and the explanation of the class management stories can also make the class management stories more colorful.This study takes class management story narration as the basis to start thinking and exploring.The development of class management ability of junior high school novice class directors is considered as a dynamic and continuous process.Taking the formal post of class teachers as the cut-off point,the pre-post training and post-post guidance are investigated.As for the influencing factors of the class management ability development of novice homeroom teachers,in the pre-service stage,the common influencing factors of the class management ability development of novice homeroom teachers include management intention,reflective consciousness and instructor,while the individual influencing factors of the class management ability development of novice homeroom teachers include centralized training,learning community and family.In the post-post stage,the common influencing factors of the class management ability development of the new homeroom teacher include attention to students,student cadre team,teachers united front,while the individual influencing factors of the class management ability development of the new homeroom teacher include rational planning,prima facient effect,sinology influence.On the basis of these factors,some feasible suggestions are put forward: in the pre-job growth stage,firstly,we should increase the centralized training--to help the collective construction of the class;Secondly,the quality of guidance should be improved--helping class activities;Finally,we should form a reflection mechanism--optimize class routine;In the post-post growth stage,firstly,rational planning should be formed in school and individual aspects;Secondly,on the basis of forming the guidance community,we should perfect the guidance system to build the guidance system.Finally,study education narrative research,carry out education action to strengthen class management research.