笔者在农村当一名小学教师,所在学校一直采用大循环的教学管理模式。教师从一年级开始教学一直到小学毕业。显然,这种教学管理模式的优点还是很多的:学校领导在安排教育教学工作时,只要安排好一次工作,后五年的工作也就水到渠成了。教学的质量领导也就无需操心费神了。许多教师在无法选择的条件下,也颇认可这种方法。只要在低段打好基础,严格要求学生,让学生养成良好的学习习惯,加之师生越来越熟,双方就有了一种默契。学生的管理问题也不大。更重要的是,在学校里老师都觉得这种办法很公平,没有了推诿扯皮,大家和睦相处。那么站在学生全面发展的立场上去考虑,这种模式在实际的教学之中效果如何呢? When I was a primary school teacher in rural areas, my school has been using a large cycle of teaching management. Teachers from the first grade until the completion of primary school education. Obviously, there are still many advantages of this teaching management model. When the leaders of the school arrange the education and teaching work, as long as the work is arranged once, the work of the latter five years will be completed. The quality of teaching leadership also need not bothered. Many teachers also recognize this method under conditions of inability to choose. As long as lay the foundation in the low section, strict requirements of students, so that students develop good learning habits, combined with teachers and students become more and more familiar, the two sides have a tacit understanding. Student management is not a big problem. More importantly, teachers in schools feel that this approach is fair, there is nothing to push and wrangling, we live together in peace. Then stand in full development of students to consider, this model in the actual teaching effect?