Education In Student Behavior Management: A Research On Senior High School Norms

Against the background of the class teaching system, student behavior management was viewed as the preparation for education rather than education itself. The student behavior management activities in modern schools, however, have gone beyond the strict narrow sense of management and involved many educative ingredients. Tracing the clue of the problems which emerged during the investigation and study on the student behavior management in one senior high school in Shanghai, this paper focused on "what kinds of student behavior management have educative effects".First, through analyzing one case of student behavior management activities in the senior high school, three patterns of student behavior management were identified—the pattern of personality and charming, of friendliness between teachers and students, and of personal authority. Based on the analysis of the advantages and disadvantages of these three personal-oriented student behavior management patterns, this paper claimed that school norms should be relied on in the student behavior management.After that, the paper made a level analysis of the school norms according to the hierarchical theory of moral education and found that the management is most effective on behaviors by rules which direct at concrete behaviors; the management by principles which direct at general tendency of behaviors is not only able to control behaviors effectively but also affect attitudes of students; and the idealities which contain thoughts, emotions and value orientations can have educative effects but is ineffective in behavior management. Therefore, it's not reasonable to involve the idealities in school norms.The paper then made a domain analysis of the school norms according to the social cognitive domain theory and found that students understand different rules-the rules of moral domain and rules of conventional domain—using different cognitive patterns. Therefore, domain-appropriate management will be effective and also have different educative effects.In addition, faced with the actual practical problem in student behavior management that senior high school students show different attitudes towards different rules, based on both analytical frameworks and research results of social cognitive domain theory and cognitive moral development theory, the paper proved that the student behavior management on the foundation of respecting the students' cognitive characteristics and developmental laws will definitely promote the development of morality and social cognition.As a conclusion, the paper finally proposed some suggestions: In order to make student behavior management educative, personal-oriented management patterns should be replaced by the school norms-oriented pattern; management by principles should be introduced into management by rules as students grow; and domain-appropriate management and management to promote students' moral development should be conducted according to the students' cognitive characteristics and developmental laws.