8.27 How to build a class culture when a novice cultural educator takes over (Technique Edition)

（? The following is the first edition of the theme sharing of "Class Culture Construction", because I just finished writing the sample of the support manual for the new class teacher, and the idea is to rely on it. As a result, after reading it, Master began to discuss the origin with me, reminding me to "wake up" rather than "indoctrinate". It took me three days to write the second version of the values that I actually shared (I prefer that version). However, considering that maybe some teachers really need some technical support, they still share the first edition, which is not completely finished, but the technical part is enough. There is a chance to integrate the two editions into a paper. No, the integration must be completed before the human cubs arrive in our class! Set a flag here first! )

The following text:

Regarding the construction of class culture, Mr. Wang Huaiyu put forward a classification that I think is particularly good: tag-attached and internal progressive generation. When a new employee is inexperienced, it is often easy to do one thing directly when building a class culture-find a mother, check the information, and then copy it completely. This is a simple label attachment.

The generative class culture construction can't be achieved overnight, just like planting flowers, sowing, fertilizing and watering, it will sprout, blossom and become a unique existence. So how can we make such a generative class culture? I hope my sharing can give you some ideas and inspiration,

? Class culture is mainly composed of four parts-spiritual culture, environmental culture, activity culture and institutional culture.

spiritual culture is the core of class culture, and the explicit forms may be simple class names, class styles, class training, class rules, class songs, class emblems, etc. We can generate class spiritual culture in this way:

(1) Understand the school: If the class is compared to a leaf, then the school is the big tree you rely on. It is a wise choice to draw inspiration from school culture to create class spiritual culture!

(2) mastering the rules: according to the development characteristics and needs of students in different grades, the formulation is more targeted. (Recommended understanding: Eriksson's eight-segment theory of personality, Maslow's hierarchy of needs, developmental psychology)

(3) Democracy: Class spiritual culture is the soul of the class, the hope and pursuit shared by teachers and students, and the goal shared by both teachers and students. If it's just the words of the head teacher, how can it be the same? Therefore, we can organize a class meeting before drafting, so that children can speak freely around the "good class in their minds" and talk about what kind of class they want to live in. The class teacher can refine the keywords and generate our unique class rules. It can also change dynamically. For example, when our class reaches the senior grade, there is a regular class activity, which is the dream boat story meeting to tell the class story. I often extract class keywords from stories to update our class spirit.

(4) Combining with ourselves: the head teacher is the soul of the class, so before we draw up the class culture, we must not forget to clarify our own educational ideas, class development plans, good things and so on.

Take the class name of our "Dream Boat" class as an example. How did it come from?

First of all, based on my ideal class style: I especially like the image of the boat. In the west, sailing is an adventure. Every crew member on the ship should not only unite and cooperate, but also have their own unique place to play their role, so as to ensure the smooth sailing. In China, "boat" has many beautiful meanings, such as boat * * * helping each other, going through thick and thin, and struggling with various difficulties ..... It not only emphasizes unity and mutual assistance, but also encourages healthy competition. At the same time, the school is a harbor, and we are ships.

Secondly, based on my educational philosophy, "Be a ferryman in a child's life, and accompany him to become himself" (The design of the class emblem is also based on this. In the lower grades, the teacher was rowing. In the upper grades, I asked the family committee to help me make some adjustments and change the children to row by themselves. )

Finally, it is based on my class development goal: the final destination of this ship is the place where children dream. His dreams may change constantly, but I hope that the six-year experience in this class will empower his life, lay a spiritual background for him to strive for his dreams and keep working hard for his dreams.

This thing just can't be copied. Only when you agree with something can you really do it well with the class.

Good environmental culture contributes to the self-construction of inner morality. In fact, the general pattern of our classroom is fixed. The blackboard area, book corner, plant corner and bulletin board all look the same, but we can still create a lot.

1.? Let the mascot "live" and walk into the children's hearts

For example, the mascot of our class is the Totoro. In our class, every micro-team claims to take care of a pot of plants, and whoever takes good care of it will grow a Totoro inside.

There is a peace table in our class, and there is also a Totoro doll here. The second grade is the time to train communication and emotional management. If children in our class have conflicts, they will go to the peace table, where there is a process of how to say sorry and how to solve problems. But sometimes when you are angry or crying, it is miraculous to have a doll hug at this time. Even if there is no conflict, you can come over and talk to my neighbor totoro during recess.

Later, I set up a mailbox for my neighbor totoro, imitating the tone of my neighbor totoro, making up some strange stories, chatting with children, listening to their hearts, giving some advice in my neighbor totoro's tone, and even putting my neighbor totoro's favorite acorns in it, pretending to be real.

Even when I go out for a holiday, I always take a little totoro, take all kinds of photos of my totoro trip, and then print them into postcards to send to everyone as school gifts.

In the third grade, a special child was transferred to our class, and no one could do anything about him. The last class was turned upside down and there was no way to get along with the classmates. When I came to our class, I asked my neighbor totoro to sit at the same table with him, and the child's heart suddenly softened. He has many comprehensive reasons for these problems, and the ways of transformation are also diverse, but the big chinchilla is a very important existence.

My Totoro doll symbolizes unconditional love, acceptance and seeing, both for him and the whole class.

2. Linkage series activities based on grade characteristics

? In particular, I would like to introduce the class cultural layout of my sixth grade.

This semester, our dream boat entered the last semester of grade six. How to empower children in the last stage of primary school with the help of the power of class environment and culture, stimulate their internal drive, and give them more energy and courage to enter the next stage of life? I designed this starry sky.

Soon after school started, I gave my children a dream-themed class meeting, and then asked them to write their dreams on the stars and hang them on the blackboard at the back of the class. The sixth grade is actually very tired and bitter, and this starry sky has always inspired everyone. Finally, on the graduation day, we also held a star-picking ceremony. At last, we took this photo with a diploma in one hand and a star in the other, which also echoed the initial intention of the dream boat class culture-chasing dreams, and then the students took it to the next journey of life.

? A truly unique class culture must have its own brand activities or courses. Here are two suggestions:

1) Make regular activities meaningful

? As long as you do two more steps in each activity, you can achieve your goal. First, mobilize before the activity, formulate the direction of efforts, and focus on quality development; The second is to summarize after the activity, refine the quality of harvest in the form of keywords, and form the unique collective memory and spiritual temperament of your class. Never deal with it.

For example, in the basketball game of our class, we will play only one week after receiving the task. At that time, there were only two men on the basketball team in the class, and there was nothing wrong with the class that was rumored to be good at basketball in the Jianghu. What do you think of this is an event that focuses on participating in the inevitable defeat. At that time, a class meeting was held to ask the students to talk about their views. Everyone agreed that regardless of winning or losing, we should work hard first. I contacted my parents that day and formed a basketball team that night. I started training almost every day after school that week, and other students cheered as cheerleaders. Later, I really turned the tables against the wind, fought several hard battles and won the first place in the grade. This spirit of never giving up has also become the collective temperament of the class.

2) Branding class activities

You can do class-based courses according to what you are good at. For example, I am good at writing. I have done poetry classes in junior grades and class story meetings in senior grades. There is also room for school activities, for example, the speech under the national flag was made into a series of sitcoms by me, and it also became a class brand.

? Here are two * * * suggestions:

1) Make a list of routine affairs: The list lists the advancing steps of routine affairs, the instructions are clearer, the completion is more efficient, and the assessment is standard. Take the duty table of our class as an example:

2) Make the class rules democratic: Make the class rules with low starting point and openness, and often hold round tables to update the class rules according to specific problems. In addition to students' easier recognition, Teacher Zheng Xuezhi said: "When children make democratic deliberation and rule discussion a habit, when they grow up, they will learn to put themselves in other's shoes, compromise and think for others, and learn how to use rules to safeguard their rights and interests." (Photo: Class Rules) In such a class culture, it is not just children who grow up.

1. Parents: It also stimulated the internal drive of parents' lifelong learning and joined the ranks of educational notes; Actively participate in school activities, harmonious parent-child relationship, and achieve home-school education.

2. Teacher: from performance orientation to * * * co-education; Driven by the class culture, I joined the holiday * * * reading

3. My growth: I constantly broke through myself and worked hard for the research-oriented class teacher.

When a child and everyone around him are growing up, I think this is one of the meanings of life growth: mutual achievement and mutual promotion.

Class culture is a spiritual journey between you and your children. I believe you will gain a lot from it. I look forward to your building a unique class culture that belongs to your class. Next time, the story of class culture will be told by you.