小学教师是课堂的直接管理者，教师课堂时间管理的质量从某种程度上决定着学生学习的效能。本研究从课堂时间意识、课堂时间规划、课堂时间监控、课堂时间调节和课堂时间反思五个维度分析了小学教师课堂时间管理的基本情况。

本研究是以安徽省合肥市T小学151位教师为问卷研究对象（其中8人作为个案研究对象），运用问卷调查法、观察法开展研究，使用描述统计、T检验、方差分析等技术分析，了解小学教师课堂时间管理现状和存在问题，并为改进课堂时间管理提供建议。

研究发现：（1）小学教师课堂时间管理整体水平表现良好，小学教师具有一定的时间管理意识，注重课堂时间的规划，积极反思课堂时间管理的效果。（2）小学教师课堂时间管理受教龄差异和学科差异等个人背景变量的影响，成熟型教师课堂时间管理的意识强，数学、英语教师课堂时间管理的水平高。（3）小学教师课堂时间的监控和调节水平有待提升，难以准确把握课堂的最佳时间域，存在不同程度的拖堂问题。（4）小学语文教师课堂时间的分配方式不尽合理，存在平均分配课堂时间的现象。

研究建议：（1）教师层面：提高课堂时间意识；提升课堂时间规划能力；加强课堂时间监控力度；增强课堂时间的有效调节；强调课堂时间的及时反思。（2）学校层面：加强正确的课堂文化的引领 ；增强时间管理方面的专题培训；提供必要的环境支持；提高教师团队合作意识；促进教师专业的健康发展。

Primary school teachers are the direct managers of the classroom. To some extent,The quality of teachers' time management in the classroom determines the students' learning efficiency. Through questionnaire and observation, this study analyzes the basic situation of primary school teachers' classroom time management from five dimensions: classroom time awareness, classroom time planning, classroom time monitoring, classroom time adjustment and classroom time reflection. The purpose of the study is to understand the current situation and problems of primary school teachers'classroom time management from practice,and provide suggestions for improving the level of classroom time management.

In this study, 151 teachers of T primary school in Hefei City, Anhui Province are taken as the research objects (8 of them are taken as the case study objects),and the methods of questionnaire survey and observation are used to carry out the research. Descriptive statistics, t-test, variance analysis and other technical analysis are used to analyze, and then targeted suggestions for improvement are put forward.

The findings of the study are as follows:(1) The overall level of primary school teachers' classroom time management is good, with a certain sense of time management.They can focus on classroom time planning and actively reflect on the effect of classroom time management.(2) The primary school teachers' classroom time management is influenced by individual background variables such as differences in teaching age and disciplinary differences. Mature teachers have a strong sense of classroom time management. At the same time,mathematics and English teachers have high levels of classroom time management. (3) The level of monitoring and adjustment of primary school teachers' classroom time needs to be improved. It is difficult to accurately grasp the best time domain of the classroom, and there are different degrees of procrastination problems. (4) The allocation of classroom time for primary school Chinese teachers is not scientific, and there is a phenomenon of evenly distributing classroom time.

Research suggestions: (1) Teacher level: Improve classroom time awareness; Improve classroom time planning ability; Strengthen classroom time monitoring; Enhance effective adjustment of classroom time; Emphasize timely reflection of classroom time. (2) School level: Strengthen the guidance of correct classroom culture; Enhance the special training in time management; Provide necessary environmental support; Improve the awareness of teamwork among teachers; Promote the healthy development of teachers' profession .