基础教育改革至今已经取得了很多成果，它们被运用到了课堂教学诸方面，但作为学校管理中很重要组成部分的班级管理，对基础教育改革却始终缺乏足够的重视，如何进行有效的班级管理，如何在班级管理体现学生的主体地位，发挥学生的主体作用，使学生实现真正的发展，这些都是亟待解决的问题。研究这些问题有利于充分发挥班级管理的作用，实现学生真实的、真正的发展。本研究主要采用了质的研究法, 研究者结合自己的班级管理工作经验，通过对目前代课班级的班级管理情况的观察，以及对从事班主任工作教师的访谈和对其所带班级的观察，进一步了解当前班级管理工作中存在的问题，各教师班级管理工作的思路及对主体教育视野下班级管理的认识。研究者在第一阶段通过观察，访谈，文件收集的方式收集资料，第二阶段把录音资料转换为文字，并对所有的资料作了整理、分类和分析。第三阶段，研究者总结了班级管理的现状，并针对现行班级管理提出了建议。本研究呈现了七个主题，即师生关系，营造班级文化氛围，制定落实班级规章制度，建设学生干部队伍，家校合作教育，“关键期”教育，班级目标管理。经过主题分析,可以得出以下结论:1、班主任老师主要是依据自己的教育教学经验在管理班级，还不太熟悉基础教育理论。不了解现代主体教育要求主体参与、合作学习、差异发展、体验成功这些基本内容。更没有在实践中自觉地渗透主体教育的理念。2、老师们都意识到师生关系在班级管理中的重要性，但很多老师没有处理好师生关系，究其原因，主要是没有认识到师生之间是影响型社会关系，不能平等论交。3、班主任对班级文化氛围的意义不太理解。班级文化建设在所有班级都没有形成完整的体系，对调动学生的积极性、发挥学生的主体作用方面，各班效果也是参差不齐的。4、大多数老师都认识到班级规章制度在班级管理中是不可缺少的。但很少有老师认识到班规是否由学生自己制定，学生是否认可，有没有抓好落实才是关键。5、适度的惩罚也是也是管理课堂的有效手段，通过适度惩罚可以规范学生的行为。6、在教育现实中，还存在严重的忽视家校合作教育的问题。7、在教育现实中，老教师对关键期教育非常重视，强调入学第一年严格管理的重要性，也就是养成教育的重要性。但年轻教师对“关键期”教育重视不够。针对上述发现，论文提出了相应的建议。

Basic education reforms have made brilliant achievements and have been applied in the class teaching so far. However, as a significant part of school work, class management has not seen much change. Many problems remain unsolved such as how to manage the class effectively, and how to treat students as the main body of education and bring them into play subjectively,thus impel students to develop themselves. The research of those problems would enable the class management to play an essential role in the pedagogical management, so as to promote students’ veritable development. In this study in a qualitative research approach, the researcher made detail investigations on her classes and students, interviewed a large number of teachers in charge of classes, thus got full understanding about the problems and puzzles in the class management as well as subjective thoughts and methods of the teachers. The first phase of the research was to investigate, interview and obtain various data. In the second phase all the audio data were coordinated and transformed into written paper, and then were classified and analyzed with great care. In the third phase the researcher summarized the present situation of the class management and tabled her proposals about it.Seven subjects were illustrated in the research, i.e. the relationship between teachers and students, creating rich cultural atmosphere in the class, making and implementing the regulation in the class, buildup of cadre group in mass students, problems of students’ parents, key stage and target management, etc. As a result of the subject analysis, conclusions are drawn as following: 1. Teachers in charge of classes mainly manage their classes according to their own experience instead of modern theories. They learn a little about the subjectivity education which requests the students to participate more, cooperate to study, develop differentially and experience success by themselves, so that they do not penetrate the subjectivity education in heir work. 2. Most teachers have realized the significance of the teacher-student relation in the class management. However many of them do not deal with it well enough, because they do not know this is influencing social relation and they should affiliate themselves with the students equally. 3. Some teachers in charge of classes do not comprehend the meaning of the class cultural atmosphere.Nobody has constructed a complete system of class culture. 4. As is known to all teachers that regulation is indispensable but they seldom take cognizance of the feasibility of its implement. 5. Moderate punishment is also an effective means of class management, which could regulate students better. 6. In the practice, cooperation with students’ parents is ignored badly. 7. Experienced teachers often attach great attention to the key stage and emphasize that the first year is important for students to form the excellent behaviors and habits. However, young teachers think less of it.Finally, the paper gives some advice for these problems above-mentioned.