First, the causes of minor subject problems
There is no specific division between main subjects and auxiliary subjects, and auxiliary subjects such as music and physical beauty are even more important than some main subjects in the environment of the new curriculum reform of quality education. However, due to the weight of the current examination evaluation scores, the status of the main subject and the auxiliary subject is very different in the minds of some students and even teachers, and the teaching characteristics of the auxiliary subject make classroom discipline more difficult to manage.
1. In terms of subject teachers
Teachers in different subjects usually teach in multiple classes, and each class has very few class hours per week, so there may be deficiencies in preparing lessons, especially for students. Subject teachers will also lead various interest groups or guide extracurricular activities. The lack of homework makes the time for communication with students generally limited to the classroom. If there is something wrong with classroom discipline, most of them can only be managed by the gap between classes, lacking the opportunity to shape students' behavior.
2. Students
Due to the differences in class hours, homework and academic performance, students will "despise" minor subjects psychologically, and even regard these classes as relaxation time. Even model students who obey the rules and disciplines in their main courses may become troublemakers. Individual subjects, such as music and art, are not in the original classroom, but in the subject classroom. Because students' seats are not fixed, students who compete for seats or like to fight and talk may pile up.
3. discipline.
There are many teaching activities in minor subjects, which are not limited to discussion and communication, but also include action participation, improvisation, running and jumping games, etc. The expansion of students' activity space intensifies the possibility of violating discipline. If the teacher's organization is not properly arranged and the activities are unattractive, the classroom will be in a mess because of the scattered activities of the students.
Second, the subject management strategy of minor courses
1. Good start, let the concept of discipline take root in the heart.
There shouldn't be too many disciplinary problems at the beginning of the first class of each subject, including minor subjects, because students don't know the "details" of the teacher, and generally dare not rashly violate the discipline and want to leave a good impression on the new teacher. If we can control classroom discipline to the maximum at the beginning of teaching and shape a good start, classroom discipline will not grow into a big problem. Teachers should introduce students into the "condom" of discipline before teaching, instead of reading out "several prohibitions" or "several prohibitions", and don't take fear as a shortcut to education, which will cause rebellious psychology. Teachers should replace fear with trust and organize students to discuss the discipline that should be observed in listening and activities and the consequences that will happen if there is no constraint. Students will realize the importance of discipline, and make it clear that discipline is not the teacher's own hope, but necessary for a safe, happy and efficient classroom. When guiding students to discuss and formulate specific standards of classroom discipline in this discipline, teachers should appropriately quote the existing regulations, summarize them into concise articles, copy them in a corner of the blackboard or print them out.
It may be tedious for teachers and students to discuss and formulate the classroom discipline standards of this subject, sometimes taking up a class time, but it is a necessary waste, because "the discipline imposed on students by external constraints stays outside the students' spirit, and the discipline based on mutual respect and cooperation can be rooted in the students' hearts" (Piaget).
2. Know yourself and yourself, and make discipline management targeted.
Teachers in different disciplines should be familiar with the characteristics of their own disciplines and design teaching methods and student activities different from other disciplines. For example, history can attract students' attention with legendary stories, geography can attract students' attention with pictures, biology can make students with hidden dangers taste onions, music can simply make everyone follow the music, sports can reduce students' desire to violate discipline with running and jumping games, and art can arrange "dangerous people" who can't sit still as models for collective painting ... Class activities with unique charm will attract students' interest and attention, even if some students want to violate discipline, there is no chance or no chance. Pay attention to the timing of activities and the "degree" of students' entertainment. Don't let students forget discipline in laughter. Be sure to let them know how amiable and lovely you are when you are lively and how principled you are when you are serious!
The object of classroom discipline management is generally only a relatively small number of students. Minor teachers should not only make up for it after it is too late, but also take precautions or take decisive measures: before class, get to know the students who have the tendency or behavior of violating discipline in class, especially the teachers who inquire about similar subjects who are in the same boat, not just the teachers who take the main course. This is not to put a black label on them, but to nip in the bud. You can also take personalized classroom discipline management measures in a targeted manner. Teachers should find out the disciplinary problems among students in time and respond quickly. The most severe punishment for a violation of discipline is that you are not allowed to participate in activities when a violation of discipline occurs. After several classes, teachers should take measures to disperse "dangerous elements" in areas where violations of discipline are frequent, such as surrounding "talkative" students with silent students, without burning firewood, and cooling the reheated pot, thus achieving the effect of extinguishing the fire from the root.
3. Bundle evaluation, with the help of collective public opinion and pressure
The influence of classroom discipline problems is mostly point radiation. The center is a student who violates discipline, and the students who are most affected are those near the center. Substitute teachers should divide the study groups according to the needs of teaching content and activities, classify the scattered students into corresponding interests, and conduct bound evaluation with the help of collective public opinion and collective pressure to solve the problem of classroom discipline.
The overall level of study groups or activity groups (academic performance or activity ability) should be close, and it is best to have no more than 6 people in each group. The learning tasks or activity tasks assigned to each study group can only be completed through close cooperation among group members. Every student has an unshirkable responsibility for the success or failure of the group, so he has to bear the corresponding personal responsibility and must be integrated into classroom teaching, so there is no chance of violating discipline. Even if individual students still violate the discipline, then the group most affected is themselves. Teachers implement rewards and punishments in strict accordance with the rules. When judging the group, all the members of the excellent group get the same reward, and the students will realize that Qi Xin must work together, thus giving the students who violate the discipline a kind of collective pressure. Once a student violates discipline, the students in this group will stop it, instead of adding fuel to the fire.
Study groups or activity groups should remain relatively stable, score according to the completion of group tasks, and take discipline as an important evaluation index. Don't be soft on gifted students in group evaluation, because unfair teachers will be looked down upon by students. The winning team will be awarded certificates or publicized on the blackboard, and will be included in the evaluation of students' academic development goals as an important indicator of academic evaluation.
4. Build a three-dimensional management system of classroom discipline with the help of external forces.
Classroom discipline management is a systematic project. Minor teachers can't fight alone, but need the help of other teachers, class teachers and parents of students.
Joining other teachers not only pays attention to some students who violate discipline in all directions, but also forms a comprehensive system to transform and improve students who violate discipline. Students who violate discipline are not without merit. Most of them are partial students, and they are very prominent in individual disciplines or fields, but they are often manifested through violation of discipline. Teachers should provide them with opportunities to develop their special skills and vent their vigorous energy. For example, letting students with artistic expertise draw a picture for teachers in other disciplines, letting students with musical expertise occasionally sing an active math class atmosphere, and letting glib students read "Please Enjoy" ... are also out of the limelight, which can promote the smooth development of classroom teaching and effectively prevent the occurrence of classroom discipline problems.
Class teachers are invited to attend classes from time to time, and students who violate discipline are praised in class because of the deterrence of class teachers. You can also post or reiterate the class rules formulated by the class teacher in class to get more cooperation from students. The head teacher should be the person who is most afraid of violating discipline. Unless absolutely necessary, it is the last killer's mace not to hand over the students who violate the discipline to the class teacher.
Of course, with the help of class representatives or class committees, we can accurately record students' bad behaviors and minor improvements, submit them to the class teacher or show them to parents at the parent-teacher meeting, and contact parents to educate students who violate discipline.
Classroom discipline management should not only cure the symptoms, but also cure the root cause. In view of different classroom discipline problems, we should thoroughly understand the situation and find out the root causes, instead of deliberately pursuing immediate results, and formulate rectification plans when necessary. Classroom discipline management not only needs majesty, because rebellious psychology will make students who violate discipline more keen on making trouble in class; It is easy to treat students who violate discipline sincerely. When students know that the teacher really cares about them, it is easy to ask them to observe discipline, which is an effect that cannot be achieved by punishment.
Of course, teachers of minor courses can't just pursue superficial peace and stifle students' creativity. If teachers can guide students to raise discipline to the height of morality and law, then "the goal of discipline is to let students follow others and move in the right direction" (Comenius).
refer to
[ 1] rafe esquith。 The miracle of the classroom. Trans. Bian Nana. Beijing: China City Press, 2008.
[2] Zhang Dajun. Teaching psychology. Chongqing: Southwest Normal University Press, 1997.
[3] Kenneth Shaw. Class management of teachers in special subjects. Translated by Xie Chengjun. China Teachers' Newspaper, 2004(62).
[4] Wu. Investigation and analysis of classroom management behavior of primary and secondary school teachers. Tianjin Education, 2003(2).
(Editor Andy)