A Study on the Impact of College Public Course Teachers' Classroom Management Skills on Teaching Effectiveness

Abstract

Public course teaching in universities faces unique challenges such as large student numbers, diverse professional backgrounds, and
significant differences in learning motivations, making the classroom management skills of teachers a key factor influencing teaching effec
tiveness. This study decomposes the classroom management skills of public course teachers into four dimensions: "rules and order", "rhythm
and atmosphere", "interaction and relationship", and "technology and adaptability", and constructs a "four-dimensional drive - dual-path"
influence model. The research shows that this ability system shapes different types of classroom learning environments, directly affecting
students learning engagement, and ultimately leading to significant differences in teaching effectiveness. Based on this, this paper proposes
systematic improvement strategies from three levels: institutional support, professional development, and resource guarantee, providing theo
retical basis and practical paths for improving the quality of public course teaching.