Research On The Optimization Of Classroom Management For Beginning Teachers In Rural Town

The effectiveness of classroom management not only affects the smooth progress of the teaching process,but also affects the formation of a good classroom atmosphere and students’ enthusiasm for active learning.However,beginning teachers in villages and towns often feel difficult or even at a loss in the face of complex classroom management due to lack of practical experience and poor adaptation to the rural environment,which will make the beginning teachers fail to achieve their expectations of classroom teaching effect,and in the long run,it will also make them fall into self-doubt,which will affect the teaching enthusiasm and self-development of the beginning teachers in villages and towns.Aiming at the problems related to classroom management of beginning teachers in villages and towns,this paper first refers to the previous scholars’ analysis of relevant concepts and defines the concept of beginning teachers in villages and towns.Then,it makes a comprehensive analysis of the elements and essence of classroom management of beginning teachers in villages and towns,and divides the classroom management of beginning teachers in villages and towns into three aspects: teacher management self,classroom behavior management and classroom environment management.Then,the author uses a questionnaire to investigate the confusion of classroom management of beginning teachers in villages and towns,and analyzes the problems and troubles of beginning teachers in classroom management reflected in the survey results.Then,targeted interviews are conducted,and the beginning teachers in different disciplines and grades of the interview subjects are observed in class.Through the investigation,it is found that the current situation of beginning teachers in villages and towns presents many problems in classroom management: they lack enough experience in classroom management,beginning teachers do not have a good way to prevent the bad behaviors of students in villages and towns in the classroom,beginning teachers in villages and towns do not pay enough attention to the physical environment and classroom atmosphere in the classroom,and teachers do not manage problem behaviors in the right way.In view of the above problems,the author finds five internal reasons for the problems in classroom management of beginning teachers in villages and towns,including: they have too high expectations for their own careers,their management styles are uncertain,they lack diversified management strategies,their teaching design ability still has room for improvement,and their teaching ability and management ability cannot go hand in hand;The three external reasons are: they are "overwhelmed" under the pressure of school affairs,the "blue project" system is not effective,and the parents’ cooperation is not high.In view of the problems and causes,the author believes that it can be optimized from both internal and external aspects.Internal improvement strategies include: adhere to "people-oriented",improve the level of classroom management;Integrate multiple management methods to reduce problem behaviors;Optimize classroom teaching to increase students’ interest in learning;Do a good job of self-regulation,reduce work pressure;Actively reflect and promote their own development.The external support strategy mainly includes that schools take the initiative to create a growth environment for beginning teachers and parents should actively cooperate with teachers.The author hopes to improve the classroom management ability of beginning teachers in villages and towns and promote students’ active learning through internal promotion strategy and external support strategy...