Abstract : Against the background of educational modernization and the policy orientation toward reducing excessive academic burden while enhancing learning efficiency, classroom teaching management is undergoing a fundamental transformation. Traditional management models that emphasize behavioral control and procedural compliance are increasingly insufficient for supporting deep learning, student agency, and sustainable classroom order. This study aims to reconceptualize junior high school Chinese classroom teaching management from a generative and learning-oriented perspective. Drawing on humanistic educational theory, interactive learning research, feedback literacy frameworks, and digital empowerment studies, this paper adopts a conceptual and theoretical synthesis methodology to construct an integrated governance framework. The study proposes a three-ring generative classroom governance model consisting of rule co-construction, task generation, and feedback cycles. The model embeds classroom order within learning processes, enabling discipline and engagement to develop simultaneously rather than in opposition. The findings indicate that effective classroom management should function as an organizational infrastructure for learning, rather than as an external mechanism of control. Digital technologies are further positioned as governance infrastructure that supports process visualization, real-time feedback, and differentiated participation. This study contributes a transferable theoretical framework for innovation in classroom teaching management, offering practical implications for learning-centered governance under contemporary education reform contexts.
Han et al. (Sat,) studied this question.