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摘要：小學階段是學生為今后學習及發展打下良好基礎的重要時期，隨著素質教育的逐漸深入，小學生課堂主體地位日益凸顯，在班級管理方面，班主任應轉變自身(shen)班(ban)級(ji)管理理念，重視學(xue)生(sheng)的心理體(ti)驗，在深入(ru)了解學(xue)生(sheng)實(shi)際情況的基礎上(shang)，以民主化的方(fang)式開(kai)展(zhan)(zhan)管理，以此提(ti)高小學(xue)班(ban)級(ji)管理水平，使學(xue)生(sheng)能(neng)夠獲得更好的自主發展(zhan)(zhan)空間。

關鍵詞：管理；民主化；班主任；小(xiao)學

蘇霍姆林斯(si)基曾說，“集體(ti)并非憑空而降(jiang)，教師能創(chuang)造出集體(ti)”。因此(ci)，作為班級活動的主(zhu)(zhu)導者，小(xiao)(xiao)學(xue)班主(zhu)(zhu)任在“創(chuang)造集體(ti)”的過程中，應注意秉承(cheng)民(min)主(zhu)(zhu)化的管理(li)(li)(li)原則(ze)，這是(shi)有效提高班級管理(li)(li)(li)效率和質量的重要方式。小(xiao)(xiao)學(xue)生雖然(ran)年(nian)紀小(xiao)(xiao)，但心(xin)思細膩，班主(zhu)(zhu)任開(kai)展民(min)主(zhu)(zhu)化管理(li)(li)(li)，會使學(xue)生感到(dao)公平、公正(zheng)，從而配(pei)合班主(zhu)(zhu)任開(kai)展管理(li)(li)(li)工(gong)作，進而達到(dao)促進學(xue)生身心(xin)健康發展的目標。

一、轉變(bian)自身班級管理理念

作為一名合格的小學班主任，首先應當具備的就是正確的教育理念，在素質教學逐漸深入的當下，教師應當摒棄傳統的教育理念，注重學生在班級的主體地位，正視自身在班級教育管理中的角色定位，不斷完善與創新班級管理理念，將小學班主任管理工作作為一項值得終身學習奮斗的事業。教師只有通過樹立正確的教育理念，突出學生的主體地位，才能更好地了解學生的想法，而且，班主任與學生之間應當有著良好的溝通與互動，建立與學生之間情感交流的橋梁，轉變班主任高高在上的管理形象，拉近教師與學生之間的距離，充分發揮自身在班級管理中的引導作用。同時班主任還需要不斷充實自己，及時準確的掌握班級民主化管理理念及方式，提高自身班級管理工作能力，在班級管理過程中，能夠將豐富有效的管理理論轉變為實際運用能力，提高自身民主化班級管理理念與能力，通過班級民主化管理的有效落實，促使(shi)學生身心能夠得到全面健康的發(fa)展(zhan)。

二(er)、深入(ru)了解學生實際(ji)情(qing)況

在小學班級管理過程中，想要全面落實民主化管理，教(jiao)(jiao)師(shi)就必須深入了解(jie)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)實際(ji)情況(kuang)，同(tong)時(shi)這也(ye)是(shi)民(min)主(zhu)(zhu)(zhu)(zhu)化管(guan)(guan)理(li)(li)班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)的(de)(de)(de)基(ji)礎措施。教(jiao)(jiao)師(shi)只有(you)(you)明確了解(jie)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)發展需求，才(cai)能(neng)(neng)夠(gou)根(gen)據學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)實際(ji)情況(kuang)合理(li)(li)進行(xing)引導與(yu)(yu)溝(gou)通(tong)。首先，小學(xue)(xue)(xue)(xue)(xue)階(jie)(jie)段班(ban)(ban)(ban)(ban)(ban)主(zhu)(zhu)(zhu)(zhu)任(ren)在第一次接觸新班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)后(hou)，首要(yao)(yao)任(ren)務就是(shi)需要(yao)(yao)了解(jie)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)的(de)(de)(de)大(da)致情況(kuang)，班(ban)(ban)(ban)(ban)(ban)主(zhu)(zhu)(zhu)(zhu)任(ren)可(ke)以通(tong)過多(duo)種方式對(dui)班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)的(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)習情況(kuang)、生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)活情況(kuang)及家庭情況(kuang)等進行(xing)大(da)致的(de)(de)(de)了解(jie)，為后(hou)續開展民(min)主(zhu)(zhu)(zhu)(zhu)化管(guan)(guan)理(li)(li)做好(hao)鋪(pu)墊。同(tong)時(shi)，小學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)身心處于發展階(jie)(jie)段，心理(li)(li)變化較大(da)，因此，班(ban)(ban)(ban)(ban)(ban)主(zhu)(zhu)(zhu)(zhu)任(ren)也(ye)需要(yao)(yao)對(dui)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)進行(xing)動(dong)(dong)(dong)態地(di)了解(jie)與(yu)(yu)掌握(wo)，根(gen)據學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)實際(ji)情況(kuang)有(you)(you)針對(dui)性地(di)采取不(bu)同(tong)的(de)(de)(de)教(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)措施。其(qi)次，教(jiao)(jiao)師(shi)應提高與(yu)(yu)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)的(de)(de)(de)交(jiao)流(liu)頻次，雖然，小學(xue)(xue)(xue)(xue)(xue)階(jie)(jie)段學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)大(da)多(duo)比較活潑(po)，大(da)部分(fen)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)能(neng)(neng)夠(gou)主(zhu)(zhu)(zhu)(zhu)動(dong)(dong)(dong)與(yu)(yu)班(ban)(ban)(ban)(ban)(ban)主(zhu)(zhu)(zhu)(zhu)任(ren)進行(xing)交(jiao)流(liu)互動(dong)(dong)(dong)，但總(zong)會有(you)(you)一小部分(fen)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)不(bu)善于交(jiao)流(liu)，甚至從來不(bu)與(yu)(yu)班(ban)(ban)(ban)(ban)(ban)主(zhu)(zhu)(zhu)(zhu)任(ren)進行(xing)主(zhu)(zhu)(zhu)(zhu)動(dong)(dong)(dong)的(de)(de)(de)交(jiao)流(liu)互動(dong)(dong)(dong)，這時(shi)班(ban)(ban)(ban)(ban)(ban)主(zhu)(zhu)(zhu)(zhu)任(ren)就需要(yao)(yao)積極(ji)主(zhu)(zhu)(zhu)(zhu)動(dong)(dong)(dong)地(di)與(yu)(yu)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)進行(xing)交(jiao)流(liu)，降低學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)對(dui)班(ban)(ban)(ban)(ban)(ban)主(zhu)(zhu)(zhu)(zhu)任(ren)的(de)(de)(de)恐(kong)懼心理(li)(li)，有(you)(you)效建(jian)(jian)立師(shi)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)之間良好(hao)地(di)溝(gou)通(tong)橋(qiao)梁。例如(ru)，班(ban)(ban)(ban)(ban)(ban)主(zhu)(zhu)(zhu)(zhu)任(ren)可(ke)以定(ding)期開展班(ban)(ban)(ban)(ban)(ban)會交(jiao)流(liu)活動(dong)(dong)(dong)，以此給予所(suo)有(you)(you)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)均等發言的(de)(de)(de)機會，這不(bu)僅能(neng)(neng)體(ti)現出民(min)主(zhu)(zhu)(zhu)(zhu)化管(guan)(guan)理(li)(li)的(de)(de)(de)特點，也(ye)可(ke)以通(tong)過交(jiao)流(liu)，了解(jie)到(dao)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)對(dui)班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)管(guan)(guan)理(li)(li)的(de)(de)(de)建(jian)(jian)議(yi)，真(zhen)正做到(dao)兼(jian)聽則明。此外，也(ye)可(ke)以建(jian)(jian)立班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)干部與(yu)(yu)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)的(de)(de)(de)互相(xiang)監督管(guan)(guan)理(li)(li)機制，更好(hao)的(de)(de)(de)落實小學(xue)(xue)(xue)(xue)(xue)班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)的(de)(de)(de)民(min)主(zhu)(zhu)(zhu)(zhu)化管(guan)(guan)理(li)(li)。

三、激(ji)勵(li)學(xue)生樹立信心

在(zai)小學(xue)(xue)(xue)(xue)(xue)班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)管理(li)(li)(li)(li)過(guo)程中(zhong)(zhong)，班(ban)(ban)(ban)(ban)(ban)主(zhu)(zhu)任(ren)(ren)(ren)(ren)需(xu)要(yao)善(shan)于(yu)激勵學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)，樹立學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)的(de)(de)自信(xin)心，培養學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)的(de)(de)主(zhu)(zhu)人(ren)翁(weng)意(yi)識(shi)，營造民(min)(min)主(zhu)(zhu)團結友(you)愛的(de)(de)班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)管理(li)(li)(li)(li)氛(fen)(fen)圍。同(tong)時，班(ban)(ban)(ban)(ban)(ban)主(zhu)(zhu)任(ren)(ren)(ren)(ren)尤其應注意(yi)避(bi)免(mian)出現強制(zhi)管壓的(de)(de)現象，雖然這種管理(li)(li)(li)(li)方式能(neng)夠在(zai)短時間內收(shou)到(dao)良好的(de)(de)成效(xiao)，但(dan)班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)管理(li)(li)(li)(li)需(xu)要(yao)輕松和諧的(de)(de)氛(fen)(fen)圍，適時激勵學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)才能(neng)夠更好地落實班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)的(de)(de)民(min)(min)主(zhu)(zhu)化管理(li)(li)(li)(li)，而硬性管理(li)(li)(li)(li)只會使(shi)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)產生(sheng)(sheng)抵(di)觸(chu)心理(li)(li)(li)(li)。同(tong)時，班(ban)(ban)(ban)(ban)(ban)主(zhu)(zhu)任(ren)(ren)(ren)(ren)可(ke)以在(zai)深入了解學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)情況(kuang)之后(hou)，根據學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)特性帶領學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)創建屬于(yu)自己的(de)(de)班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)文化，使(shi)班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)每一名學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)都(dou)能(neng)充分發(fa)揮自身特色，使(shi)班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)管理(li)(li)(li)(li)能(neng)夠更加(jia)民(min)(min)主(zhu)(zhu)。除此之外，班(ban)(ban)(ban)(ban)(ban)主(zhu)(zhu)任(ren)(ren)(ren)(ren)需(xu)要(yao)協調好班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)的(de)(de)日常管理(li)(li)(li)(li)工作，激勵學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)積極主(zhu)(zhu)動(dong)地參與到(dao)班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)民(min)(min)主(zhu)(zhu)化管理(li)(li)(li)(li)當中(zhong)(zhong)。在(zai)班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)管理(li)(li)(li)(li)過(guo)程中(zhong)(zhong)，班(ban)(ban)(ban)(ban)(ban)主(zhu)(zhu)任(ren)(ren)(ren)(ren)需(xu)要(yao)做到(dao)班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)管理(li)(li)(li)(li)有章可(ke)循(xun)，班(ban)(ban)(ban)(ban)(ban)主(zhu)(zhu)任(ren)(ren)(ren)(ren)可(ke)以根據學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)特性，與學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)共同(tong)制(zhi)定合理(li)(li)(li)(li)的(de)(de)班(ban)(ban)(ban)(ban)(ban)規及班(ban)(ban)(ban)(ban)(ban)紀，對于(yu)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)存在(zai)的(de)(de)問題及時進行糾(jiu)正引導，建立有效(xiao)地激勵制(zhi)度，做到(dao)賞(shang)罰(fa)分明，從而有效(xiao)樹立學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)的(de)(de)自信(xin)心，在(zai)良好的(de)(de)班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)管理(li)(li)(li)(li)氛(fen)(fen)圍中(zhong)(zhong)，潛移(yi)默化地引導學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)形成正確(que)的(de)(de)行為習(xi)慣(guan)。

四、調動學生的積極性(xing)

小(xiao)(xiao)(xiao)(xiao)學(xue)(xue)(xue)班(ban)(ban)主(zhu)(zhu)(zhu)任(ren)在(zai)(zai)(zai)(zai)(zai)開展(zhan)(zhan)班(ban)(ban)級(ji)管(guan)(guan)(guan)(guan)理(li)(li)(li)(li)(li)的(de)(de)(de)(de)(de)過(guo)程中(zhong)(zhong)(zhong)，要想真正能(neng)(neng)(neng)夠(gou)充(chong)分(fen)落(luo)實(shi)(shi)民(min)(min)(min)主(zhu)(zhu)(zhu)化(hua)(hua)管(guan)(guan)(guan)(guan)理(li)(li)(li)(li)(li)，應(ying)注(zhu)重從(cong)集體角(jiao)度(du)(du)出(chu)發(fa)，引(yin)導或(huo)鼓(gu)(gu)(gu)勵每一(yi)(yi)(yi)(yi)(yi)名(ming)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)都參(can)與(yu)到(dao)班(ban)(ban)級(ji)管(guan)(guan)(guan)(guan)理(li)(li)(li)(li)(li)過(guo)程中(zhong)(zhong)(zhong)，要努力調(diao)動學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)積極性，將民(min)(min)(min)主(zhu)(zhu)(zhu)精神在(zai)(zai)(zai)(zai)(zai)班(ban)(ban)級(ji)管(guan)(guan)(guan)(guan)理(li)(li)(li)(li)(li)過(guo)程中(zhong)(zhong)(zhong)積極發(fa)揚，鼓(gu)(gu)(gu)勵學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)為(wei)實(shi)(shi)現(xian)班(ban)(ban)級(ji)管(guan)(guan)(guan)(guan)理(li)(li)(li)(li)(li)民(min)(min)(min)主(zhu)(zhu)(zhu)化(hua)(hua)貢獻一(yi)(yi)(yi)(yi)(yi)份自己的(de)(de)(de)(de)(de)力量。在(zai)(zai)(zai)(zai)(zai)此基(ji)(ji)礎上，班(ban)(ban)主(zhu)(zhu)(zhu)任(ren)還(huan)(huan)應(ying)注(zhu)重引(yin)導學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)參(can)與(yu)到(dao)制(zhi)定(ding)班(ban)(ban)級(ji)規(gui)章(zhang)制(zhi)度(du)(du)的(de)(de)(de)(de)(de)過(guo)程中(zhong)(zhong)(zhong)，將班(ban)(ban)級(ji)規(gui)章(zhang)制(zhi)度(du)(du)下發(fa)給每一(yi)(yi)(yi)(yi)(yi)名(ming)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)，然后將學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)科學(xue)(xue)(xue)合(he)理(li)(li)(li)(li)(li)分(fen)成幾(ji)個(ge)(ge)小(xiao)(xiao)(xiao)(xiao)組，讓(rang)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)能(neng)(neng)(neng)夠(gou)在(zai)(zai)(zai)(zai)(zai)小(xiao)(xiao)(xiao)(xiao)組當中(zhong)(zhong)(zhong)進行(xing)合(he)作探究，學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)與(yu)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)之間(jian)交(jiao)換(huan)自己的(de)(de)(de)(de)(de)意見以(yi)及(ji)建議，在(zai)(zai)(zai)(zai)(zai)所(suo)有學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)統(tong)一(yi)(yi)(yi)(yi)(yi)意見之后，在(zai)(zai)(zai)(zai)(zai)原(yuan)有班(ban)(ban)級(ji)規(gui)章(zhang)制(zhi)度(du)(du)的(de)(de)(de)(de)(de)基(ji)(ji)礎上加(jia)以(yi)優(you)化(hua)(hua)改進，這種方式(shi)不(bu)(bu)(bu)僅(jin)僅(jin)能(neng)(neng)(neng)夠(gou)使得(de)民(min)(min)(min)主(zhu)(zhu)(zhu)化(hua)(hua)管(guan)(guan)(guan)(guan)理(li)(li)(li)(li)(li)得(de)以(yi)充(chong)分(fen)落(luo)實(shi)(shi)，還(huan)(huan)能(neng)(neng)(neng)夠(gou)使得(de)制(zhi)定(ding)的(de)(de)(de)(de)(de)班(ban)(ban)級(ji)規(gui)章(zhang)制(zhi)度(du)(du)更加(jia)合(he)理(li)(li)(li)(li)(li)化(hua)(hua)，學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)會(hui)更愿意去(qu)尊重相關(guan)班(ban)(ban)級(ji)規(gui)章(zhang)制(zhi)度(du)(du)。同(tong)(tong)時，班(ban)(ban)主(zhu)(zhu)(zhu)任(ren)在(zai)(zai)(zai)(zai)(zai)班(ban)(ban)干(gan)(gan)(gan)(gan)部(bu)(bu)(bu)(bu)選(xuan)(xuan)舉這一(yi)(yi)(yi)(yi)(yi)方面不(bu)(bu)(bu)要自己作出(chu)決定(ding)，班(ban)(ban)干(gan)(gan)(gan)(gan)部(bu)(bu)(bu)(bu)的(de)(de)(de)(de)(de)選(xuan)(xuan)舉需(xu)要所(suo)有學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)投票選(xuan)(xuan)出(chu)，不(bu)(bu)(bu)僅(jin)如此，在(zai)(zai)(zai)(zai)(zai)選(xuan)(xuan)舉班(ban)(ban)干(gan)(gan)(gan)(gan)部(bu)(bu)(bu)(bu)的(de)(de)(de)(de)(de)過(guo)程中(zhong)(zhong)(zhong)還(huan)(huan)要在(zai)(zai)(zai)(zai)(zai)所(suo)有學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)監督下進行(xing)，這種情(qing)況(kuang)下不(bu)(bu)(bu)僅(jin)僅(jin)能(neng)(neng)(neng)夠(gou)使得(de)民(min)(min)(min)主(zhu)(zhu)(zhu)化(hua)(hua)管(guan)(guan)(guan)(guan)理(li)(li)(li)(li)(li)得(de)以(yi)充(chong)分(fen)落(luo)實(shi)(shi)，還(huan)(huan)能(neng)(neng)(neng)夠(gou)幫助(zhu)班(ban)(ban)干(gan)(gan)(gan)(gan)部(bu)(bu)(bu)(bu)樹立(li)良好(hao)形象，使得(de)所(suo)有學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)都能(neng)(neng)(neng)夠(gou)積極配合(he)班(ban)(ban)干(gan)(gan)(gan)(gan)部(bu)(bu)(bu)(bu)的(de)(de)(de)(de)(de)工作，進而促使班(ban)(ban)干(gan)(gan)(gan)(gan)部(bu)(bu)(bu)(bu)能(neng)(neng)(neng)夠(gou)充(chong)分(fen)發(fa)揮自身的(de)(de)(de)(de)(de)作用(yong)價(jia)值。在(zai)(zai)(zai)(zai)(zai)小(xiao)(xiao)(xiao)(xiao)學(xue)(xue)(xue)班(ban)(ban)級(ji)管(guan)(guan)(guan)(guan)理(li)(li)(li)(li)(li)工作當中(zhong)(zhong)(zhong)落(luo)實(shi)(shi)民(min)(min)(min)主(zhu)(zhu)(zhu)管(guan)(guan)(guan)(guan)理(li)(li)(li)(li)(li)，并非朝(chao)夕之功，它需(xu)要一(yi)(yi)(yi)(yi)(yi)個(ge)(ge)長期實(shi)(shi)踐的(de)(de)(de)(de)(de)過(guo)程，尤其在(zai)(zai)(zai)(zai)(zai)民(min)(min)(min)主(zhu)(zhu)(zhu)化(hua)(hua)管(guan)(guan)(guan)(guan)理(li)(li)(li)(li)(li)落(luo)實(shi)(shi)的(de)(de)(de)(de)(de)初級(ji)階段(duan)，班(ban)(ban)主(zhu)(zhu)(zhu)任(ren)要注(zhu)重與(yu)班(ban)(ban)干(gan)(gan)(gan)(gan)部(bu)(bu)(bu)(bu)一(yi)(yi)(yi)(yi)(yi)起參(can)與(yu)到(dao)班(ban)(ban)級(ji)管(guan)(guan)(guan)(guan)理(li)(li)(li)(li)(li)工作過(guo)程中(zhong)(zhong)(zhong)，以(yi)此提高班(ban)(ban)級(ji)的(de)(de)(de)(de)(de)凝聚(ju)力，為(wei)開展(zhan)(zhan)民(min)(min)(min)主(zhu)(zhu)(zhu)化(hua)(hua)管(guan)(guan)(guan)(guan)理(li)(li)(li)(li)(li)夯實(shi)(shi)基(ji)(ji)礎。例如，在(zai)(zai)(zai)(zai)(zai)午飯過(guo)后班(ban)(ban)主(zhu)(zhu)(zhu)任(ren)應(ying)要求兩名(ming)班(ban)(ban)干(gan)(gan)(gan)(gan)部(bu)(bu)(bu)(bu)留在(zai)(zai)(zai)(zai)(zai)班(ban)(ban)級(ji)當中(zhong)(zhong)(zhong)進行(xing)班(ban)(ban)級(ji)管(guan)(guan)(guan)(guan)理(li)(li)(li)(li)(li)，初級(ji)階段(duan)的(de)(de)(de)(de)(de)過(guo)程中(zhong)(zhong)(zhong)，班(ban)(ban)主(zhu)(zhu)(zhu)任(ren)應(ying)坐在(zai)(zai)(zai)(zai)(zai)一(yi)(yi)(yi)(yi)(yi)旁，然后讓(rang)班(ban)(ban)干(gan)(gan)(gan)(gan)部(bu)(bu)(bu)(bu)進行(xing)班(ban)(ban)級(ji)管(guan)(guan)(guan)(guan)理(li)(li)(li)(li)(li)，在(zai)(zai)(zai)(zai)(zai)此過(guo)程中(zhong)(zhong)(zhong)如果(guo)班(ban)(ban)干(gan)(gan)(gan)(gan)部(bu)(bu)(bu)(bu)出(chu)現(xian)做事猶豫的(de)(de)(de)(de)(de)現(xian)象，那么班(ban)(ban)主(zhu)(zhu)(zhu)任(ren)應(ying)根(gen)據情(qing)況(kuang)及(ji)時給予(yu)班(ban)(ban)干(gan)(gan)(gan)(gan)部(bu)(bu)(bu)(bu)一(yi)(yi)(yi)(yi)(yi)個(ge)(ge)肯(ken)定(ding)的(de)(de)(de)(de)(de)目光(guang)或(huo)者是(shi)動作。在(zai)(zai)(zai)(zai)(zai)一(yi)(yi)(yi)(yi)(yi)段(duan)時間(jian)之后，學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)就會(hui)覺得(de)班(ban)(ban)干(gan)(gan)(gan)(gan)部(bu)(bu)(bu)(bu)的(de)(de)(de)(de)(de)決定(ding)就是(shi)班(ban)(ban)主(zhu)(zhu)(zhu)任(ren)的(de)(de)(de)(de)(de)決定(ding)，進而逐漸(jian)聽從(cong)班(ban)(ban)干(gan)(gan)(gan)(gan)部(bu)(bu)(bu)(bu)的(de)(de)(de)(de)(de)指揮以(yi)及(ji)管(guan)(guan)(guan)(guan)理(li)(li)(li)(li)(li)，而班(ban)(ban)干(gan)(gan)(gan)(gan)部(bu)(bu)(bu)(bu)在(zai)(zai)(zai)(zai)(zai)管(guan)(guan)(guan)(guan)理(li)(li)(li)(li)(li)工作開展(zhan)(zhan)過(guo)程中(zhong)(zhong)(zhong)，班(ban)(ban)主(zhu)(zhu)(zhu)任(ren)應(ying)給予(yu)一(yi)(yi)(yi)(yi)(yi)定(ding)關(guan)注(zhu)的(de)(de)(de)(de)(de)目光(guang)，這對班(ban)(ban)干(gan)(gan)(gan)(gan)部(bu)(bu)(bu)(bu)同(tong)(tong)樣是(shi)一(yi)(yi)(yi)(yi)(yi)種莫大的(de)(de)(de)(de)(de)鼓(gu)(gu)(gu)勵，也(ye)有助(zhu)于在(zai)(zai)(zai)(zai)(zai)班(ban)(ban)級(ji)內形成良好(hao)的(de)(de)(de)(de)(de)民(min)(min)(min)主(zhu)(zhu)(zhu)化(hua)(hua)管(guan)(guan)(guan)(guan)理(li)(li)(li)(li)(li)風氣。

五、注(zhu)重與任課教師加強溝(gou)通

要(yao)(yao)想在(zai)小學(xue)班級(ji)(ji)(ji)(ji)管(guan)(guan)理(li)(li)工作當(dang)中實(shi)(shi)現(xian)民(min)(min)主(zhu)(zhu)(zhu)(zhu)化(hua)管(guan)(guan)理(li)(li)，那么單單僅是憑借著班主(zhu)(zhu)(zhu)(zhu)任(ren)以(yi)(yi)及學(xue)生的力(li)量仍舊(jiu)不(bu)足(zu)，還(huan)需(xu)要(yao)(yao)任(ren)課(ke)(ke)(ke)教(jiao)(jiao)師(shi)(shi)的大力(li)幫助(zhu)。任(ren)課(ke)(ke)(ke)教(jiao)(jiao)師(shi)(shi)每一天(tian)都要(yao)(yao)針對(dui)學(xue)生進(jin)行(xing)授(shou)課(ke)(ke)(ke)，每一天(tian)都要(yao)(yao)在(zai)一定程(cheng)度(du)上接觸學(xue)生，他們對(dui)于(yu)學(xue)生的了解在(zai)某種(zhong)程(cheng)度(du)上并不(bu)低于(yu)班主(zhu)(zhu)(zhu)(zhu)任(ren)教(jiao)(jiao)師(shi)(shi)，甚至于(yu)比班主(zhu)(zhu)(zhu)(zhu)任(ren)教(jiao)(jiao)師(shi)(shi)更加(jia)深(shen)入(ru)全(quan)面(mian)地了解學(xue)生的課(ke)(ke)(ke)堂表現(xian)，不(bu)僅如此，任(ren)課(ke)(ke)(ke)教(jiao)(jiao)師(shi)(shi)對(dui)于(yu)班級(ji)(ji)(ji)(ji)制度(du)的改變也較為敏感。因此，班主(zhu)(zhu)(zhu)(zhu)任(ren)在(zai)班級(ji)(ji)(ji)(ji)管(guan)(guan)理(li)(li)過(guo)程(cheng)中落(luo)實(shi)(shi)民(min)(min)主(zhu)(zhu)(zhu)(zhu)管(guan)(guan)理(li)(li)時，一定要(yao)(yao)注重(zhong)加(jia)強與任(ren)課(ke)(ke)(ke)教(jiao)(jiao)師(shi)(shi)之(zhi)間進(jin)行(xing)溝(gou)通交流，積極聽取任(ren)課(ke)(ke)(ke)教(jiao)(jiao)師(shi)(shi)對(dui)于(yu)班主(zhu)(zhu)(zhu)(zhu)任(ren)民(min)(min)主(zhu)(zhu)(zhu)(zhu)化(hua)班級(ji)(ji)(ji)(ji)管(guan)(guan)理(li)(li)的意見以(yi)(yi)及建議，同時通過(guo)合理(li)(li)溝(gou)通能(neng)夠(gou)促使任(ren)課(ke)(ke)(ke)教(jiao)(jiao)師(shi)(shi)感受到班級(ji)(ji)(ji)(ji)民(min)(min)主(zhu)(zhu)(zhu)(zhu)化(hua)管(guan)(guan)理(li)(li)落(luo)實(shi)(shi)的重(zhong)要(yao)(yao)作用以(yi)(yi)及現(xian)實(shi)(shi)意義，這種(zhong)情況下能(neng)夠(gou)使得任(ren)課(ke)(ke)(ke)教(jiao)(jiao)師(shi)(shi)潛移默化(hua)參(can)與到民(min)(min)主(zhu)(zhu)(zhu)(zhu)化(hua)班級(ji)(ji)(ji)(ji)管(guan)(guan)理(li)(li)過(guo)程(cheng)中，進(jin)而能(neng)夠(gou)在(zai)很大程(cheng)度(du)上幫助(zhu)班級(ji)(ji)(ji)(ji)民(min)(min)主(zhu)(zhu)(zhu)(zhu)化(hua)管(guan)(guan)理(li)(li)得以(yi)(yi)順利開展，取得良好的班級(ji)(ji)(ji)(ji)管(guan)(guan)理(li)(li)效果。

六、注重與家(jia)長之間加強溝(gou)通(tong)

在現(xian)如今時代(dai)背景(jing)下(xia)，大部分家(jia)庭都是獨生子女，家(jia)長(chang)(chang)對(dui)(dui)于孩子十分寵愛(ai)，因此，班(ban)(ban)主(zhu)任在針對(dui)(dui)這些(xie)學(xue)(xue)生開展(zhan)班(ban)(ban)級(ji)管(guan)(guan)理(li)的過程中(zhong)，學(xue)(xue)生或多或少都會產生一(yi)定(ding)程度上的抵觸(chu)心理(li)，所以(yi)，班(ban)(ban)主(zhu)任想(xiang)要民(min)主(zhu)化(hua)管(guan)(guan)理(li)能夠得(de)以(yi)充分有效落實(shi)，進而有效提高班(ban)(ban)級(ji)管(guan)(guan)理(li)質量以(yi)及效果，那么班(ban)(ban)主(zhu)任就一(yi)定(ding)要重視(shi)定(ding)期開展(zhan)家(jia)訪工作，深入全面了解(jie)學(xue)(xue)生的實(shi)際情(qing)況(kuang)(kuang)，了解(jie)各個家(jia)庭的教(jiao)育(yu)情(qing)況(kuang)(kuang)，并且在此過程中(zhong)還要引導家(jia)長(chang)(chang)積極參與到班(ban)(ban)級(ji)民(min)主(zhu)化(hua)管(guan)(guan)理(li)過程中(zhong)，形成良好的家(jia)校共育(yu)管(guan)(guan)理(li)風氣，調(diao)動(dong)家(jia)長(chang)(chang)的管(guan)(guan)理(li)積極性，這種情(qing)況(kuang)(kuang)下(xia)能夠為開展(zhan)民(min)主(zhu)化(hua)班(ban)(ban)級(ji)管(guan)(guan)理(li)奠定(ding)良好基礎。

七、結語

隨著素(su)質(zhi)教育的逐漸深入，小學(xue)班(ban)(ban)級(ji)管(guan)理(li)理(li)念及(ji)方(fang)式也應當(dang)不(bu)斷的完(wan)善(shan)與創新，小學(xue)班(ban)(ban)主任應當(dang)注重民主化(hua)管(guan)理(li)的重要性，以學(xue)生(sheng)(sheng)實際發展(zhan)為(wei)宗旨，采取積極(ji)有效的措施，充分發揮民主化(hua)管(guan)理(li)在小學(xue)班(ban)(ban)級(ji)中的作用，引(yin)導學(xue)生(sheng)(sheng)形(xing)成正(zheng)確的行為(wei)習(xi)慣，使學(xue)生(sheng)(sheng)能夠(gou)在未來的學(xue)習(xi)及(ji)發展(zhan)中取得更加(jia)優異的成績。

參考文獻

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作者：陳艷霞 丁蘭(lan) 單(dan)位(wei)：山東(dong)省淄博市沂(yi)源縣魯村鎮中(zhong)心小學(xue)