Study Of Upper Primary Group Self-management Practice

This paper is paraphrasing the original records, reflection and summaries based on my educational practice. According to the practice of school education and from the perspective of class management, I try to return class management to students, each class member, and take the class management as a practical platform for students'self-management and to-manage-others so that they could cultivate their initiative with their growth and development in this practical environment. These studies record the experience and learning from the team self-management in my class, attempting to achieve the communication between practice and theory. The writer hopes that this paper would provide some useful practical and theoretical basis for class sponsors from primary and secondary school. This paper is divided into three parts:Part one, "the class practical reform of independent and cooperative management in groups." It records some typical situations and key events during the process of independent and cooperative management in groups. This part elaborates the causes of class management reform and the formation and operation of class independently cooperative management. By objectively analyzing the reasons why so many problems exist in class selection process, I change the way of class management combining current educational thinking; considering those activities such as the group's formation, the group's responsibilities, the division of labor, seat arrangement, I think a lot and improve continuously. With constant supplement and perfection, my own management methods are formed gradually. Those examples show us the students'changes and impacts brought by this new way of management.Part two, "achievements and problems of class practical reform of independent and cooperative management in groups." It makes a conclusion about the current problems and the positive aspects of cooperative management in groups. It proves that this management method mobilizes the students'"Inner Drive" greatly. It provides more reasonable and balanced chances for each student to realize self-value, gives each child a sense of belonging to groups and optimizes the students so that every student has the opportunity to express themselves. In addition, it strengthens their will of self-management and the concept of teamwork, and develops a new teacher-student relationship.Part three, "reflection on class practice of self-management in groups." This is a kind of rational thinking about independently cooperative management in groups. The paper mainly illustrates its principles and essential requirements. In this part, the writer tries to refine some regularity with guiding significance in order to provide those class sponsors who have read this paper with some experience of class management.