International Journal of Research Studies in Education
CollabWritive Special Issue
Volume 13 Issue 12
Available Online: 15 August 2024
Author/s:
Zhang, Xin*
Graduate School, Lyceum of the Philippines University – Batangas, Philippines
Mauhay, Romana Celeste A.
Lyceum of the Philippines University – Batangas, Philippines
Abstract:
This paper explores the central role of classroom management, teaching strategies and effectiveness in curriculum improvement programs, aiming to provide empirical research and theoretical guidance for deepening curriculum reform. The context of the study focuses on China’s General High School Curriculum Program and Curriculum Standards launched in early 2018 and the Compulsory Education Curriculum Program and Curriculum Standards to be introduced in 2022, which emphasize the subjective position of teachers and students in education reform. The article highlights that despite the rapid advancement of curriculum reform at the official level, the initiative of teachers and students has not been fully stimulated at the practical level, resulting in a gap between the actual effects of curriculum reform and the expected goals. The study revealed key issues and challenges in classroom management, including the management of problematic student behaviors, the creation of a classroom climate, and the effectiveness of instructional communication through a literature review, questionnaire survey, and data analysis. The results of the questionnaire revealed that teachers generally agreed on positive measures in classroom management, such as sustained improvement in student achievement, ensuring that low-achieving students have the opportunity to succeed, and creating an engaging classroom environment. However, in terms of effective communication, there is still room for improvement in terms of teachers’ use of appropriate vocabulary and grammar, adapting instruction to students’ age and ability, and responding appropriately to students’ questions. The study further analyzed teachers’ classroom management strategies and found that teachers were confident in managing current and future classroom behavioral issues, especially in promoting students’ emotional, social, and problem-solving skills. With regard to specific teaching techniques, teachers tended to guide students through reinforcement of positive behaviors, commenting on misbehavior, and timely praise. Based on the above findings, this paper puts forward a number of recommendations, including the establishment of an all-round concept of classroom management, the construction of a good teacher-student relationship, the enhancement of inter-teacher collaboration, the focus on the integration of “teaching-learning-assessment”, and the enhancement of home-school cooperation, which are aimed at enhancing the effectiveness of teachers, optimizing classroom management, and ultimately promoting the overall development of students and improving teaching quality. The aim is to improve teacher efficacy, optimize classroom management, and ultimately promote the overall development of students and the improvement of teaching quality. The study emphasizes that the enhancement of teacher efficacy and the optimization of classroom management strategies complement each other, which is the key to improving the quality of education. Through a combination of empirical and logical analysis, this paper provides educators with valuable perspectives for a deeper understanding of classroom challenges and the development of effective teaching strategies, which is of great significance to the future direction of curriculum reform.
Keywords: classroom challenges, instructional strategies, classroom management, curriculum improvement plans
DOI: https://doi.org/10.5861/ijrse.2024.24738
Cite this article:
Zhang, X., & Mauhay, R. C. A. (2024). Classroom management, teaching strategies, and effectiveness among teachers in selected provinces in China. International Journal of Research Studies in Education, 13(12), 131-144. https://doi.org/10.5861/ijrse.2024.24738
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