What are the strategies for classroom teaching management?

Different teaching management methods will produce different effects. Proper management has a positive effect on teaching, while improper management has a negative effect on teaching. Different scholars have different views on the connotation of classroom teaching management. Johnson and others believe that achieving teaching objectives is a process of establishing and maintaining class groups. The following are the strategies I have compiled for you to do a good job in classroom teaching management for reference only. Welcome to reading.

What are the strategies for classroom teaching management? 1 First, the questioning strategy

In classroom teaching, it is also an effective teaching management strategy to ask students questions in time. Through the form of questioning, teachers can interact and talk with students at close range, which can make teachers fully understand students' mastery of classroom knowledge and students' mastery of classroom knowledge, and affect whether teachers should change teaching methods and serve students wholeheartedly, so that students' thinking is not chaotic and they can have a better grasp of teaching content and core. Improve students' thinking ability and improve class efficiency. Before asking questions, the teacher should give the students a few minutes to think, clear their minds and give accurate answers to the questions. In the process of asking questions, teachers should not only listen to the students' answers, but also supplement the answers in time so that students can remember the answers deeply. Of course, the teacher's questions must be to the point and put forward meaningful questions for students to think about. Too difficult questions will make students unable to find specific ideas for answering questions, make the speech in class poor, and students are too lazy to answer too simple questions, so the questions must be moderate. There are various types of questions, and teachers should make appropriate inquiries from the aspects of content, level and purpose according to the different situations of students. Let students answer questions accurately, without pressure.

Second, teaching strategies

1. 1 The lecture was clear and orderly.

Because scientific knowledge is a combination of multiple disciplines, all structures need to be closely related, and everything is related. Even a single part has internal connections, so the teaching content part also has internal connections. Before teaching, teachers will have a comprehensive understanding of the teaching content in order to prepare for effective teaching; Teachers must pay attention to the logic and structure of teaching. Preview work is to organize classroom knowledge regularly, so that the teaching level of the classroom will not be disrupted. The teacher's clear thinking is beneficial to the students who listen carefully. Students can think about the next step according to the teacher's teaching ideas, which is conducive to fully absorbing knowledge and allowing students to form a comprehensive knowledge system framework quickly, thus cultivating students' good study habits, improving students' learning efficiency and broadening their horizons.

Teachers should pay attention to the organization of blackboard writing while imparting knowledge orally. Students not only listen and watch in class, but also bear the brunt. The teacher writes methodically on the blackboard, which can not be ignored. Teachers instill coherent teaching methods into each student's brain smoothly and naturally, so that teachers and students can reach an agreement in thinking, thus achieving the purpose of teaching.

1.2 science teaching

Some teachers' teaching methods are more scientific, but some are still lacking in science. The scientific teaching method is to teach the teaching principles correctly, purposefully and creatively on the basis of respecting the teaching system and teaching rules, and to highlight the teaching focus while breaking through the difficulties. Although the teaching purpose is obvious, it is actually difficult to teach. Only by mastering scientific, reasonable and solid knowledge can we summarize the classroom teaching objectives in the most concise words. Only when the teacher makes a comprehensive analysis and exposition of the teaching content can the students know something about the knowledge. Generally speaking, students' knowledge is not wide. In order to broaden students' horizons in the classroom, teachers had better focus on summing up the contents and attract students' attention, so that students don't rack their brains to solve a problem and miss the understanding and mastery of other contents. Although the class time is very short, if the teacher grasps the teaching ideas well, even in a limited time, he will gain unlimited knowledge. Science teaching can play a connecting role. Undertake the content of the last class, summarize the knowledge that has not been expounded, and connect the excessive teaching content of the next class. Let students grasp the key points, make clear the learning goals and objectives, and really get help in learning.

Third, management strategy.

It is necessary to formulate effective classroom management strategies. Teachers must make planned arrangements in advance if they want to start classes smoothly in class. When carrying out classroom activities, they should make appropriate and organized arrangements for students, and also exercise strong supervision and control over classroom activities. Make the classroom time sequence stable and not chaotic, and the classroom atmosphere will not fade. Of course, when making classroom rules, teachers should also try to communicate with students properly. After all, the main group participating in the activity is students. In order to successfully complete the teaching task and gain something, students who violate the rules in classroom activities should be dealt with to promote their learning. Secondly, for the management of teaching, we should also have appropriate strategies in time arrangement. Attention should be paid to the effective use and scientific control of time in the teaching process. Teaching is inseparable from time, and the role of time in teaching management can not be ignored. In teaching, teachers should waste classroom time as little as possible, make full use of classroom time, try not to interrupt during the teaching process, improve the utilization rate of time and cultivate students' good time concept.

The informatization construction of teaching management can effectively promote the standardization construction of teaching management. Through the institutionalization and standardization of the teaching management system, the daily teaching management of the school, such as course arrangement, course selection and grade inquiry, can be easily solved, and information can be shared and transmitted in time through the information system, so that the management department of the whole school can easily inquire about relevant information and make the teaching management tend to be standardized and standardized. However, some administrators lack information security awareness, there are no effective protection measures for important parts of the management system, and there are still some loopholes in the management of student status, which can not guarantee the normal operation of the teaching management system.

What are the strategies for classroom teaching management? 2 1. Change your mind.

The fundamental purpose of informatization construction of teaching management is to apply information technology to serve teaching management. Therefore, the informatization construction of teaching management needs the joint efforts of all managers and teaching staff. Because most of the teaching management information needs the participation of teachers and students, teachers need to change their concepts and realize that the traditional information acquisition and processing methods can no longer meet the needs of the new era. They should establish information awareness, constantly improve their information literacy, and create a big environment that they are willing to use and will use information means for management and learning.

2. Establish a scientific teaching management information system.

Information management means can effectively improve the level and efficiency of teaching management, provide an advanced and perfect platform for teaching management activities by using modern information technology, and promote the intelligent and standardized development of teaching management. The development and construction of information resources is the core content of teaching management informatization, and also the foundation of teaching management informatization construction.

The information resources of teaching management mainly include course information, student information, teacher information, teaching condition information, teaching file information and so on. The construction of teaching information resources must be guided by modern educational ideas, rationally planned and arranged, and the collection of teaching information and the development of management software should be done well.

3. Cultivate high-quality teaching management personnel.

High-quality teaching management personnel are an effective guarantee to ensure the smooth development of teaching management. Therefore, it is also a necessary condition for strengthening education management in the new period to cultivate a talent team that not only understands modern education management ideas but also has high information literacy. Therefore, we should constantly strengthen the quality construction of managers and improve their information literacy. Teachers and students are trained and guided by the administrators of the Academic Affairs Office, and the development and introduction of teaching management talents are emphasized, so that the teaching management team is continuously expanded and optimized, and the efficiency of teaching management is continuously improved.

What are the strategies for classroom teaching management? 3. Effective teaching design

Teachers should do a good job in teaching design to ensure the effective operation of classroom teaching. In the process of preparing lessons, teachers should fully consider the actual situation of students, organize all kinds of teaching resources organically with systematic methods, make overall plans for the arrangement of interrelated parts in the teaching process, establish analytical research methods, formulate steps to solve problems, and evaluate the expected results. Without curiosity, there is no thirst for knowledge. Only with curiosity, students are willing to continue to do it. In the inquiry stage, I let the students do it themselves and design the experimental steps themselves, so that they can discover the experimental phenomena and find the answers to the questions themselves. We should give students enough space. At this time, we should pay attention to the transposition of roles, not the students serving the teachers, but the teachers serving the students. Therefore, teachers should make full preparations before, during and after class. For example, when doing carrot experiments, the water content of different plants is different. Ask students to design their own experimental steps to find out how much water plants contain. Students will come up with different methods, discuss with each other, see which method is the most feasible, and finally find the best one. When students measure the water content of plants according to their own experiments, they know that this experimental data is the most credible, and they really understand the importance of water to animals and plants.

Second, effective process teaching

The implementation after preparing lessons is not the implementation plan, but the adjustment according to the classroom situation. The teaching effect depends on what students have learned, to what extent, whether they have learned well or not, and whether they have participated in activities. In the noise class, I will divide the students into several groups. The number of students in different schools is different, but each group can only provide one noise meter. If we follow the routine practice, there will definitely be students who are not exposed to the noise meter. If you don't touch the noise meter, students can't participate in activities well and cooperate well, and they will feel bored. Later, I improved the method of students' sitting, so that students can form a circle and put the noise meter in the middle. Every student can operate it, even if there are many people, so that sitting face to face can not only let students participate in the activities, but also communicate with each other well, which has achieved good results. This incident made me realize that students are willing to study, and may occasionally lose their concentration, but they all hope to gain something. If students can't restrain themselves well, teachers should give guidance or create a good environment for students to integrate into the learning atmosphere. We should pay attention to every student and let them make progress with everyone and not fall behind.

Third, effective teaching management

Teaching management is a necessary means to ensure the efficient operation of classroom teaching. Without effective teaching management, it is impossible to improve classroom teaching efficiency. I think it is necessary to establish good interpersonal relationships among the participants in classroom teaching. To establish good interpersonal relationships, teachers should first love students sincerely. Education is love. Without love, there is no education. Teachers' love for education and their loyalty to the cause are deeply and concretely reflected in their love for students. I try my best to practice my love for students in my usual activities. For gifted children, I consciously cultivate their character will; For introverted children, I cast a key with love and patience to find his confidence and open the window of his heart; For sick children, I want to care and visit; I will pay more attention to students with poor academic performance. There are no two identical leaves in the world. We should allow students to have differences and allow them to exist. We should make full use of this difference so that every student can develop. This article comes from. Treat students as their own children, which is what a leader of our school said. I didn't know much when I first joined the work. Although I don't lack love for my students, it's hard to integrate with them. Later, I had my own child, and I took good care of her, fearing that she would be hurt a little. At this moment, I can understand what the leader said. Every child is the baby of his parents, and he is afraid of being hurt. Care for each other, protect our children and educate our children well. They are our hope.

What are the strategies for classroom teaching management? Today, classroom teaching is still the basic teaching organization form of the school. Educators must adjust their management strategies in time in view of the outstanding problems existing in the current classroom teaching management if they want to successfully achieve the educational and teaching objectives and improve the efficiency of classroom teaching.

(1) Defining the orientation of classroom teaching management and correctly handling the relationship between classroom teaching and classroom teaching management is both a cognitive process and a management process, and teaching has the dual tasks of cognition and management.

(2) Establishing a correct concept of classroom teaching is the "program" of school classroom teaching management. Correct classroom teaching thought is the soul of classroom teaching management. Classroom teaching management should first be the management of classroom teaching ideas. Schools should construct their own guiding ideology of classroom teaching around the following aspects: "taking the discipline as the guidance, taking the discipline as the premise, taking the basic idea of the discipline as the main line, taking the discipline's thinking training as the center, taking the discipline's demonstration teaching as the means and taking the discipline's knowledge system as the basis". Only under the guidance of the classroom teaching thought that embodies the spirit of the times and the characteristics of normal universities can the reform of classroom teaching management have a direction. Without the guidance of advanced classroom teaching ideas, the reform of classroom teaching management can only be a blind exploration.

(3) Create and protect a relatively balanced and coordinated classroom teaching ecology. Ecological theory tells us that in nature, every biological and abiotic factor is interrelated, interdependent and constrained. If one of the factors is destroyed, it will cause a chain reaction and lead to ecological imbalance. Classroom teaching consists of many factors, and a harmonious teaching ecosystem among these factors is the premise of teaching effectiveness.

(4) Pay attention to the reflection and integration of classroom teaching management mode. Classroom teaching management mode can provide a fruitful operating procedure for teachers, especially young teachers, which is conducive to establishing a standardized classroom teaching management order and improving the quality of classroom teaching. As the "intermediary" between classroom teaching management law and classroom teaching management practice, classroom teaching management mode does not have the characteristics of objectivity, comprehensiveness and inevitability. It only reflects people's understanding of the law of classroom teaching management, and often only reflects one aspect of the law of classroom teaching management from one angle. It also has a distinct subjective color and is subject to the knowledge, experience and classroom teaching management environment of the constructor. Teachers should pay attention to learning and drawing lessons from various existing classroom teaching management models, and on this basis, integrate various classroom teaching management models to build a classroom teaching management model suitable for school classroom teaching characteristics.

(5) Improve the teaching management system and optimize the classroom teaching management. In school teaching management, system construction is a very important work. Constructing a reasonable, progressive, scientific and vital teaching management system, which conforms to the teaching development law of adult higher normal education and is yearned for, pursued and supported by teachers and students, is an indispensable task for schools at present. Therefore, schools should seriously reflect on the various teaching management systems that have been implemented, and those teaching management systems that have been proved to be flawed by practice must be improved and perfected.

Therefore, while improving the binding teaching management system, schools should formulate more incentive policies in time to strengthen the benign classroom teaching behavior, such as the system of rewarding the excellent and punishing the poor in classroom teaching management. For those teachers who are conscientious, dare to manage, strict in management and good in teaching, their achievements should be fully affirmed and commended and rewarded; For those teachers who are irresponsible and have chaotic classroom teaching order, they should be corrected within a time limit; Teachers who cannot change the chaotic order of classroom teaching for a long time should be given a "yellow card"; Give a "red card" to those teachers who are not qualified for teaching, adjust their work and even let them wait for their posts or be laid off. If a perfect teaching management system is established and effective measures can be taken, the problem of low level of classroom teaching management will be effectively overcome, thus achieving the goal of optimizing classroom teaching management.

(6) Teachers should change their teaching positions in time and run well at any time in the whole classroom teaching process. In the teaching stage, teachers and students are two indispensable and important roles. How to play the drama of teaching and learning well depends on the mutual position of teachers and students on the stage. At present, a considerable number of teachers' teaching posts are mainly teacher-centered. If the "stand" is not correct, it will be difficult for teachers to find wisdom from students and really implement innovative education. Teachers should be dynamic in different stages of teaching and facing different students. In classroom teaching, as long as teachers can respect and pay attention to students' development needs from beginning to end, take how to make students learn well as the goal of classroom teaching, adjust their position relationship with students in time, properly stand in the position of encouragement, guidance, help, friends and enthusiastic audience shouting "Come on" and skillfully move their position, students' intelligence will be fully mobilized, thus producing the best classroom teaching effect.

(7) Strengthen the cultivation of students' autonomous classroom teaching management ability, so that students can become the masters of classroom teaching management. To cultivate students' autonomous management ability in classroom teaching is to cultivate students' consciousness and ability to participate in classroom teaching independently to a great extent. Teachers should establish the educational belief of "believing that students can manage themselves well", regard students as very important human resources in classroom teaching management, actively mobilize the enthusiasm of students to participate in classroom teaching management and independent classroom teaching management, and strive to turn students from passive managed objects into active managers, and strive to liberate teachers from complicated classroom teaching management.

(8) Establish a new concept of classroom teaching management that management is service, and put it into practice. Classroom teaching management should meet the legitimate needs of students and promote their development. In classroom teaching, the teacher's main task is to understand what the legitimate needs of students are and how to create conditions to meet the legitimate needs of students, so that students can be full of fun, feel satisfied and develop in the teaching process. According to the new teaching management concept of "management is service", schools should re-examine the responsibilities and roles of the current managers and the managed, so that the main responsibilities of the managed can be changed from passively accepting tasks (or resources necessary to complete tasks) to actively obtaining resources and information, and realize organizational goals and their own values through continuous knowledge accumulation and personalized creation; Managers are required to focus on the development direction and scientific decision-making of classroom teaching management, and provide information, resources and other services for the managed to complete the learning task.

Therefore, in classroom teaching, the concept of management as service can be better internalized into classroom teaching and the practice of classroom teaching management as long as management service is positioned as icing on the cake for students with better development, helping students with development obstacles in time, encouraging students with successful learning and encouraging students with learning setbacks, fully satisfying students' legitimate needs and indulging students' improper needs.

(9) Improve the professional level of in-service teachers' teaching and management. As we all know, the effect of classroom teaching depends on the quality of teachers. Therefore, in order to improve the efficiency of classroom teaching, we must pay attention to improving the professional level of teachers' teaching and management. Therefore, schools should insist on: not only paying attention to classroom teaching research, but also paying attention to classroom teaching management research. Only when school educators correctly handle the relationship between classroom teaching and classroom teaching management, and firmly establish the idea that teachers are the actual operators of teaching activities and the main managers of all educational resources in the process of classroom teaching, can they consciously standardize classroom teaching and classroom teaching management behavior in the process of classroom teaching, and ensure that their good behavior in classroom teaching and classroom teaching management becomes an example for the educated to observe and learn.