课堂纪律是影响教师教学质量和学生学业成绩的重要因素,特别是对于小学阶段学生来说,他们正处于身心发展的初级阶段,自制力低,教师做好小学课堂纪律管理有利于维护教学秩序,提高教学质量。然而,传统的课堂纪律管理往往依赖于教师的权威...课堂纪律是影响教师教学质量和学生学业成绩的重要因素,特别是对于小学阶段学生来说,他们正处于身心发展的初级阶段,自制力低,教师做好小学课堂纪律管理有利于维护教学秩序,提高教学质量。然而,传统的课堂纪律管理往往依赖于教师的权威与惩罚性措施,这种做法虽能在短期内取得一定效果,但长期来看可能抑制学生的积极性和创造性,甚至导致师生关系紧张,还可能引发学生的心理问题。正面管教倡导既不严厉也不骄纵,以尊重学生为基础,为当前小学课堂纪律管理提供了一种新选择。本文首先界定课堂纪律管理的内涵,列举小学课堂纪律违纪行为的表现及原因,最后从正面管教的视角出发,探讨小学课堂纪律管理的有效策略。Classroom discipline is an important factor affecting teachers’ teaching quality and students’ academic performance, especially for primary school students, they are in the primary stage of physical and mental development, and their self-control is low. Teachers’ good classroom discipline management in primary schools is conducive to maintaining teaching order and improving teaching quality. However, traditional classroom discipline management often depends on teachers’ authority and punitive measures. Although this practice can achieve certain results in the short term, it may restrain students’ enthusiasm and creativity in the long run, and even lead to tense relationship between teachers and students. It may also lead to students’ psychological problems. The advocacy of positive discipline is neither strict nor pampered, based on respect for students, which provides a new choice for the current classroom discipline management in primary schools. This paper first defines the connotation of classroom discipline management, enumerates the performance and reasons for primary school classroom discipline violations, and finally discusses the effective strategies of primary school classroom discipline management from the perspective of positive discipline.展开更多
文摘课堂纪律是影响教师教学质量和学生学业成绩的重要因素,特别是对于小学阶段学生来说,他们正处于身心发展的初级阶段,自制力低,教师做好小学课堂纪律管理有利于维护教学秩序,提高教学质量。然而,传统的课堂纪律管理往往依赖于教师的权威与惩罚性措施,这种做法虽能在短期内取得一定效果,但长期来看可能抑制学生的积极性和创造性,甚至导致师生关系紧张,还可能引发学生的心理问题。正面管教倡导既不严厉也不骄纵,以尊重学生为基础,为当前小学课堂纪律管理提供了一种新选择。本文首先界定课堂纪律管理的内涵,列举小学课堂纪律违纪行为的表现及原因,最后从正面管教的视角出发,探讨小学课堂纪律管理的有效策略。Classroom discipline is an important factor affecting teachers’ teaching quality and students’ academic performance, especially for primary school students, they are in the primary stage of physical and mental development, and their self-control is low. Teachers’ good classroom discipline management in primary schools is conducive to maintaining teaching order and improving teaching quality. However, traditional classroom discipline management often depends on teachers’ authority and punitive measures. Although this practice can achieve certain results in the short term, it may restrain students’ enthusiasm and creativity in the long run, and even lead to tense relationship between teachers and students. It may also lead to students’ psychological problems. The advocacy of positive discipline is neither strict nor pampered, based on respect for students, which provides a new choice for the current classroom discipline management in primary schools. This paper first defines the connotation of classroom discipline management, enumerates the performance and reasons for primary school classroom discipline violations, and finally discusses the effective strategies of primary school classroom discipline management from the perspective of positive discipline.
