Exploration of the Problems Existing in Junior High School Teaching Management under the Background of Quality Education
Keywords:
Quality education, Junior high school, Teaching management, Comprehensive ability, People-oriented, After-school serviceAbstract
With the development of society, people pay more and more attention to education, and the requirements of the country and society for talent are also gradually improved. The proposal of quality education makes the teaching management of junior high schools more scientific and standardized. Education is the foundation of national development, plays an important role in social development, and controls the reserve of national talent. After the implementation of the new curriculum reform in our country, the traditional “cramming” classroom has been reformed, and certain changes have been made in the education policy. Under the background of quality education, junior high school teachers need to change their teaching concepts and innovate teaching methods. This paper studies the teaching management of junior high schools in the context of quality education and comprehensively analyzes the problems exposed in the current teaching management of junior high schools, such as the backward management concept, the lack of humanization in the management of students, the prevalence of traditional education mode, the neglect of students’ life management in teaching management, the failure of teachers to play an exemplary role, the lack of training for students’ autonomy, and the unsound teaching management system. Taking Liangshan Yi Autonomous Prefecture of Sichuan Province as an example, this paper puts forward corresponding solutions to the current situation of junior high school teaching management, including changing traditional concepts and thinking patterns, improving communication and exchange between teachers and students, strengthening emotional interaction between teachers and students, improving the utilization of information science and technology, and optimizing the after-school homework mode, hoping to promote the better development of students under quality education and achieve the goal of quality education, as well as improve students’ comprehensive ability and promote their all-round development in modernization.
References
Shi T, 2021, Implementing Comprehensive Quality Evaluation in Junior High School. Adolescent Health, 19(23): 8–9.
Yang R, 2022, Implementation Strategy for Comprehensive Quality Development Evaluation of Primary School Teachers. Tianjin Education, (24): 55–57.
Guo W, 2021, Exploration of School-Based Operation System for Comprehensive Quality Evaluation of Junior High School Students. Teacher Expo, (36): 26–27.
Tang J, Yuan F, Wang F, et al., 2021, Promoting Education Evaluation Reform as a Traction and Coordinating Reform. China Higher Education, (6): 4–7.
Wang J, Xu Y, 2020, Research on Feedback of Educational Evaluation Results. Shanghai Education Evaluation Research, (2): 65–69, 86.
Zhang H, Hou X, 2020, The Practical Crux and Breakthrough Path of Comprehensive Quality Evaluation Implementation. Teaching and Management, (22): 72–74.
He T, 2020, Comprehensive Quality Evaluation of Ordinary High School Students: Problems and Suggestions. Future Educators, (6): 43–45.
Yin H, 2017, Promoting Comprehensive Quality Evaluation Reform from the Perspective of Pursuing Cultural Consciousness. People’s Education, (19): 51–55.
Wu Y, 2009, Discussion on Inter school Cooperation Community in Primary and Secondary Schools under the Background of New Curriculum Reform. Jiangsu Education Research, (12): 4–6.
Zhan Y, Wan Z, 2008, On the Tension between Formative Evaluation and Chinese Examination Culture. Chinese Examinations (Research Edition), (11): 12–15.
Zhao L, 1990, Research on Student Self Evaluation by Japanese Scholars. Education Review, (3): 70–72.
Guo Z, 2008, Pursuing Noble and Simple Quality Education—Inspiration from Xu Heng Middle School. Chinese Journal of Education, (4): 70–71.
Qiao J, 2007, Correctly Reducing Burden and Promoting Quality Education Reform through Scientific Assessment. Chinese Journal of Education, (3): 1–3.
Zhong Y, Zhou G, 2007, Reforming Student Evaluation to Promote Student Development—A Preliminary Study on the Reform of Student Evaluation at Qingyang Experimental School in Chengdu, China Education Society. Chinese Journal of Education, (3): 4–6, 16.
Fu Z, 2006, International Student Evaluation Program and Its Implications for Us. Chinese Language Teaching in Middle Schools, (11): 3–9.
Yang Y, 2007, Reflections on the Reform of Middle School Entrance Examination Recruitment. Primary and Secondary School Management, (1): 17–20.
Yang T, 2007, Implementing Quality Education Evaluation to Promote Harmonious Development of Students—A Review of the 19th Academic Annual Conference and Quality Education Evaluation Forum of the Chinese Education Society. Chinese Journal of Education, (1): 3–9, 18.
Gu M, 2007, Building a Harmonious Society and Comprehensively Promoting Quality Education—Opening Speech of the 19th Academic Annual Conference of the Chinese Society of Education. Chinese Journal of Education, (1): 1–2.
Li Y, 2007, Establishing a Regional Education Quality Evaluation and Monitoring System. Primary and Secondary School Management, (2): 40–41.
Qu T, 2006, Doubts about the Reasonable Nature of Comprehensive Quality Evaluation for Junior High School Graduates. Teaching and Management (Middle School Edition), (3): 75–76.
