Therefore, we should pay special attention to the class situation analysis in the class-leading strategy, and set the educational goal according to the specific situation of our own class. What is really "made" and has been tested by practice is more convincing and credible. For example, the ears are getting full, and the grains are shining, and so on, which makes people feel the long-term accumulation and heavy experience.
The focus of the general plan of taking classes is the class management concept and method of the class teacher system, especially testing the professional foundation and experience accumulation of the class teacher, which is a challenge to the refining ability of the class teacher.
The strategy of taking classes is also the most important assessment item in the basic skills exhibition and exchange activities of head teachers in primary and secondary schools in China, which leads the old classes to think more deeply about how to plan their own class management. We believe that its evaluation criteria should grasp at least three dimensions-systematic, distinctive and effective.
first, the system is the first dimension of the evaluation standard of the class-taking strategy. The strategy of taking classes must be clear in system, clear in hierarchy and logical. The head teacher's work is trivial and complicated, and the strategy of taking classes can't just be a pile-up or classification of all kinds of activities in the class. The head teacher should have a theoretical consciousness, and through theoretical reflection, the little experience of daily work should be removed from the rough and refined, and connected into a line. Educational ideas, class situation analysis, class development goals, practical practices, effectiveness characteristics, etc. should be consistent and form a system, and cannot be isolated from each other.
second, distinguishing features is the key dimension of the evaluation standard of the class-leading strategy. These days, the contestants are also watching each other on the spot, and they have heard a lot. Some routine practices are hard to make people shine. For example, some players' strategy of leading classes is to carry out "activity education", "culture education", "curriculum education" and "management education". This is the requirement of the Guide to Moral Education in Primary and Secondary Schools, and it is a prescribed action that requires all class teachers to do so. How did it become your characteristic? However, some players combined with the class situation, focusing on autonomous management, moderate education, class-based curriculum development, etc., have refined a unique strategy of taking classes.
thirdly, effectiveness is the ultimate dimension of the evaluation standard of the class-leading strategy. In the display of the class-leading strategy, some teachers did not mention the effectiveness of educating people, and this together will lose points. The effect of educating people can be proved by trophies, medals and certificates, but more attention should be paid to the changes, growth and progress of students.
in addition to the evaluation dimension of "systematic, distinctive and effective", there is also a finishing touch-refining a title with accurate meaning and clear direction. The title should come straight to the point, reflecting the core concepts and keywords of the strategy of taking classes. Some of the contestants' titles seem to be poetic, but in fact, their meanings are vague, and even some of them have no titles, which actually reflects the ambiguity of the strategy behind them.
Finally, I would like to remind you that the general plan of taking classes is the overall command of class management of the head teacher, not a single education in a certain field. Don't narrow the strategy of taking classes to such things as labor education, reading education and poetry education. Of course, if this is the fulcrum, it will be a feature to form a class-based curriculum system and incite the whole class management.