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【摘要】班级是学校教育的基本单位，小学阶段，儿童从懵懂和无知逐步发展到青少年阶段，但儿童的心智还不够成熟，很多教育教学方法都必须结合他们的心理和成长特点来实施，因此，小学高年级学生比任何其他任何阶段的学生都难以管理。如何在孩子成长的又一个摇篮中培养孩子各方面素质协调发展。在新课程改革的背景下，打破传统班级管理的模式，克服其中的弊端，省时、省力的提高小学高年级班级管理的实效性，帮助孩子在成长的关键期顺利蝶变，成了教育各界探讨研究的重点之一，本文结合笔者所读前辈文献，以及自身经历、所见、所闻、所感，对小学高年级班级管理浅显的讨论一下，算作自我总结。如果能给读者以启示，必将倍感荣幸。60685
【毕业论文关键字】小学高年级，班级管理，传统模式，新课改，转变，实效性，策略
[Abstract]: Class is the basic unit of the school education, but it is also a cradle for children to grow up , simultaneously is also the foundation of training children all aspects of quality. l, children from innocence and ignorance and gradually developed to the youth stage during elementary school , but the child's mind is not mature enough, a lot of educational teaching methods must be combined with their psychological features and to implement, therefore, the elementary school higher grades students than any other any phase of the students are difficult to manage. Under the background of new curriculum reform, how to break the traditional class management model, to overcome the disadvantages, saving time, saving the improvement of the elementary school higher grades class management effectiveness, help children butterfly changed smoothly in the critical period of growth, has become one of the focus in the study of education from all walks of life to explore, in this paper, the author read predecessors literature, as well as their own experience, see, smell, feel, to the elementary school higher grades class management shallow discuss, self summary. If can give enlightenment on the reader, I will certainly feel honored.
[Keywords] The elementary school higher grades, class management, the traditional model, the new curriculum reform, change, effectiveness, strategy
1 前言： 6
2 目前我国小学高年级班级传统管理模式的问题及弊端 6
2.1 班主任管理思想保守。 6
2.2 班主任搞“一言堂”。 7
2.3 学习至上，忽视学生的全面发展 7
2.4 班级管理中权利的分配出现“金字塔”现象。 7
2.5“奖惩分明”成了“以罚代管” 7
3 小学高年级学生的心理特点 7
4 新课程改革背景下小学高年级班级管理的转变与突破三、新课改背景下小学班级管理策略转变 8
4.1 把班级还给学生，做“甩手”班主任。 9
4.2 培养班干部，促进班干部新鲜流动。 9
4.3 人人都参与班级管理的关键是平衡他们的基本权利和义务。 10
4.4 班级管理有爱无碍，让学生感受到老师对他们的期望 12
结束语: 14
参考文献 15
致谢