A Practical Study On The Cultivation Of Students' Self - Management Ability In Chinese Teaching

Junior high school students’ self-management in Chinese study mainly refers to the behavior that students organize self-study with teacher’s guidance and clear objectives, plan and make arrangements for personal or group activities based on certain criteria, and learn to regulate and manage their own mental and social activities, so as to fully stimulate students’ self-management potential. The self-management capabilities are developed in the process of Chinese study(preparation for class, class study, after-school review). Students learn to self-discipline, cooperate with classmates and teachers, and learn how to handle conflicts. As a Chinese teacher at junior high school, in accordance with the new concept of Chinese teaching at junior high school, and take students’ psychological development characteristics into consideration, consciously, I train my students to improve their self-management skills, so that the effectiveness of teaching is improved.Theoretically, I have proved the feasibility of developing student self-management capabilities and its importance to effective teaching. Based on research, I summarize what kind of self-management capabilities students should develop, including independent decision-making, self-monitoring, self-discipline,self-reflection, and self-evaluation. With such a sound foundation, I put theory into my teaching practice, collect and analyze first-hand research data. The practice proves that students with self-management capabilities achieve better performance,which improves the effectiveness of Chinese teaching.This thesis consists of four parts. Preface introduces research purpose and methods. The second part introduces the theoretical background. The third part focuses on teaching practice in the z-class in order to improve students’ self-management capabilities, including background information introduction,students’ current self-management capabilities evaluation, and the teaching process.The last part contains data analysis, results and reflection, and a call to improve more teachers’ awareness for nurturing students’ self-management, which is beneficial not only to students but also to teaching.