A Study on the Management Strategies of Classroom Teaching in Rural Junior Middle Schools under Role Perspective

Abstract

Classroom teaching management is a complex and systematic activity process, involving teachers, students and the environment. Compared with cities, the “infrastructure” of rural schools has been improved, but the classroom management is confronting more difficulties. Consequently, students’ comprehensive competences cannot be steadily improved. In order to improve the effectiveness and efficiency of the classroom teaching management, this article is based on the teaching ideology of “student-dominating, teacher-leading and trainingpenetrating”, analyzing the different roles between students and teachers in the management, and proposes corresponding countermeasures so as to provide some useful references for effectively improving the teaching quality and students’ all-round development.