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Looking at the construction of class culture from the perspective of student development in the reconstruction of class daily life

When I first came into contact with class collective excellence, I couldn’t help but wonder, what exactly is class collective excellence? What does it need to assess? An experienced teacher told me that it usually assesses two parts, one is the squadron class presentation, and the other is the class culture. When reading this book, I always connected the creation of collective excellence in the class with the reconstruction of class daily life. I noticed that the internal resource development of class daily life is full of the content of class culture.

1. Class cultural content

An excellent class must be a cultural class, and this culture is not only an external manifestation, but also an internal implication. Professor Li Ka-shing pointed out in his book that when it comes to class culture reform, what needs to be paid attention to are explicit culture and implicit culture construction.

As the name suggests, explicit culture is visible, such as posting some cultural symbols on the blackboard or walls to remind students. The hidden culture of the class is embodied in a series of invisible but experiential class cultural spirits. Of the two, explicit culture is very easy to obtain, but implicit culture is often hard to come by. What impressed me very deeply was that in order to set up a good class environment, we set up two book corners in the classroom, and posted learning slogans on the walls. There are also eight big characters on the outer wall of the classroom: Entering the room means quietness, entering the class means learning. . During one morning exercise, the principal praised our class for posting the slogan very well and encouraged everyone to follow this slogan. I couldn’t help but feel ashamed because the students in our class did not do this. I think this is the hidden culture. It’s not reflected in place!

2. Class culture construction

How to enhance the comprehensiveness of cultural construction content, reflect the dynamic generative nature of the process, strengthen the interaction between explicit culture and implicit culture, and strengthen the interaction between explicit culture and implicit culture. It's even more of a problem for me. The explicit culture and the implicit culture are mutually supportive, so as class teachers, we "should not only have the ability to understand and express the major cultural spirit, but also have to infiltrate it into the most microscopic and daily class life." When I first read Professor Li's words, I couldn't help but sigh, this is really an ability that reaches heaven and earth! But thinking about it carefully, it seems that this is not unattainable. I roughly understand it as the ability to communicate knowledge and life. Knowledge conveys a kind of power and value to us, and we teachers are the bridge between knowledge and students. But as class teachers among teachers, we seem to have more work than bridges - teaching students how to cross bridges.

The cultural guidance, cultural penetration, cultural enlightenment, cultural development, cultural demonstration and other methods mentioned in the book are the only way to build class culture. These methods do not simply impart culture to students, but allow students to think about and practice, allowing them to form their own values. Cultural construction cannot be separated from the foundation of human development. In the process of building class culture, explicit and implicit cultural construction must be transformed into specific students' cultural life, so that students can participate in the understanding, accumulation, promotion and consciousness of class culture. .

3. Theme activities and theme class meetings are carried out

A class class with a distinctive theme is the epitome of a class style and a display of students' quality. In fact, in our class life, team classes usually appear in the form of theme education, such as fire education, anti-drug education, etc. One sentence from a classmate from the architectural education theme team in my class left a deep impression on me. He said: Oh, it’s another anti-drug team meeting! This sentence pierced my ears like a thorn deeply. Yes, this is because there is a lack of pertinence between such theme activities and student development, so our class teachers lack internal motivation and creativity when carrying out such activities.

How to transform theme education activities? Professor Li pointed out that the first change in thematic education activities is to form thematic education activities based on specific class groups of students and return to the specificity of education. If you think about it carefully, you will know that this requirement is very practical, because every student group is different, is in a different environment, and has experienced different things, so the theme team meetings required are also different. This puts forward higher requirements for the class teacher. This requires us to design and organize theme activities based on the study of the growth needs of the students in the class. It requires us to maintain full awareness of the development of the student group and individual development. sex and promote the development of student groups.

In this regard, I think I should reflect on myself. When faced with some naughty children, I will always make great efforts to solve the incident and educate them individually, but I lack group education. student research. I remember once, the overall quality of the students' homework was very poor, and I couldn't help but sigh: Ah, what did these children do? Now think about it, is this emotion a bit too superficial? Has the psychological state of the students changed during this period? Is there anything special and new that has distracted everyone’s attention during this period? Are there any effective measures that can be taken to address this matter? I believe that as Professor Li said, with the development of student classes, students' growth needs to be constantly presented to achieve transformation and update, so the theme activities also need to be updated accordingly, so that the trend of creation can always be maintained.

At the same time, Professor Li also pointed out that class activities should also be comprehensive and constructive and long-term series. This also reminds me that promoting student growth through theme activities and theme class team meetings is not something that can be achieved overnight. This requires the long-term efforts of our teachers and students. I think a successful class meeting comes from the specific student life, and is comprehensively constructed based on the specific situation. It also needs to be carried out multiple times at different stages and improved step by step.