ࡱ> '` RzbjbjűrrG"V  t t t t L9L9L9:: 5v|<:B<(j<j<<RRRHuJuJuJuJuJuJu$xh{Lnut UNRUUnuj<<`ucccU ^j<(t <HucUHucc& Nt c<; TyL96_c|rv05vce{ate{ce{t cRZ.S@cnS4SRRRnunucjRRR5vUUUU d-L9 L9   ,g y k N e  v-Ne  \sSYesX NvX{t e Classroom Management of the Class-Sized Reduction  f[ b Yef[b t^~NN 2003~lQqQNN{t f[uY T XXXXXX f[ S 0311407 c[Ye^ XXXXXX [ b e g 2007 t^ 4 g Nwm^'Yf[,gykNe ڋOXf  ,gNѐ͑Xf@bHTNvkNe v 0\sSYesX NvX{t 0/f,gN(Wc[Ye^vc[ N ۏLxvz]\O@bS_vbg0[,gevxvzZPQ͑!.sv*NNTƖSO GW](We-NNfnxe_lf0ddkKNY ,ge NS+TNUOvQN*NNbƖSO]~ShbdQǏv\OTbg0,gN[hQaƋ0R,gXf^bbvl_#N0  \O~{ T eg t^ g e  Nwm^'Yf[,gykNe {vh f[uY TXXXXXXf[S0311407NNlQqQNN{tf[ bYef[bc[Ye^Y T/LyXXXXXX/Yec v\sSYesX NvX{t,g vaINSVQYSU\{Q ################## ############0& &  xvzQ[ ############0############0& & xvzel0KbkSek ############0############0& & ;NSe.s ############0############0& & eۏ^ ############0############0& &  f[u ~{ T t^ g ec[Ye^a c[Ye^ ~{ T t^ g eNN#Na NN#N ~{ T t^ g e l,ghNkNe NwX[ch OX[g:NVt^0 Nwm^'Yf[kNe c[U_h f[b Yef[b NNlQqQNN{tc[Ye^XXXXXXf[uY TXXXXXXf[S0311407kNe v\sSYesX NvX{tegc[Q[X[(WNۏNek9eۏaYe^~{ Tf[u~{ Tl,gh1uc[Ye^9hnckNe c[]\OeHhT[Ec[`QkXQ (Wc[]\O[bTNf[bX[ch OX[gVt^0 Xd \sSYe[Yef[TebcQN g+RN O~vBl (WX{teb$\:NzQ0{u_Ny_vxvz!j_T z^ Ǐ[0W‰[T e(WRg\sSYesX NX{tvsr [~b^\sSYevX{tV{eu0R_~,gxvz;N~Y NN0X{tvheb\sYesX N X{tvh]1u Oۏ z_'`㉳Q lT Oۏf[`NHeg Ye^b܏ofvh/z0RXL:Nvh-N0N0s~ĉ!jeb@wsv)Q [L:NN NTeQe S:NN NHQ2 0 N0XNRebXNRf>fXY Ye^l͑[f[u~TRvW{Q0V0(WXsXReb\sSYevsXf&{T?QzSU\v_yrp Xll;mÍ XsXl;N0T0N0X-Nf[uoReb\ssX-N Ye^vX{tL:NNc6R`ZlS:NoR_[0 sQ.͋\sSYeX{t  SHAPE \* MERGEFORMAT  Abstract Requirements of the class-sized reduction is different from tradition,0particularly in classroom management. I follow the ethnography of modalities and procedures, through field observations and interviews.0Small class environment for the analysis of classroom management of the education status quo and seek to adapt to small class education classroom management strategies. The study summarized in the following conclusions: First, classroom management goals: environmental education in small classes, Classroom management goal has been to "promote problem solving formula" to "promote the study results." Classroom teachers can conduct long-term objectives through to the target. 2: With the size of classes and class size reduction of behavioral problems from the "remedial" into a "prevention first." Third, the interactive classroom interaction markedly increased: the classroom, teachers focus on students overall abilities. Fourth, the creation of the environment in the classroom: small class education classroom environment characteristics of the physical and mental development of children. 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[2] .egl.sN{tf[[M]. Nwm NwmYeQHr>y, 2002,55-60. [3] 1geĖ.s~~%[M].ؚĖ YeVfNQHr>y,1989:11-12. [4] 0ugauI{.Yef[[M].w[^lSYeQHr>y,1996:332-3340 [5] H&tI{;N.S_NYe_tf[[M].SNSN^'Yf[QHr>y,1997:97-98. 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