Status Investigation And Strategic Research On Self-management Of Senior Grade One

The new curriculum reform focuses on the development of students, which requires head teachers pay attention to cultivate students’independence and autonomy in class management and practice the new educational concept of people oriented and integrated development. As the basic unit of new curriculum reform, classes are the primary-level organization for the living and learning of students. Only by giving students the dominance in classes and creating good class environment for the healthy development of all the students, can it be possible for students to realize independent development to the greatest degree.Based on the practical work of frontline teachers and taking senior grade one of Experimental High School of Zhongshan City, the author made questionnaire survey, interview, and case analysis of the status of self-management of the senior grade one. It turns out there are the following problems in the self-management of senior grade one in China:few students show initiative to participate in self-management, students have little faith in self-management, the roles of head teachers are obscure, head teachers don’t clearly understand self-management, and schools provide limited support and cooperation for self-management. The author analyzes the problems found in the investigation and puts forward four strategies for class self-management from the perspective of head teachers:to form correct educational concepts, to improve the execution of class self-management, to create stage development platform for self-management, to implement the reasonable assessment of self-management.This paper falls into four parts. This first part is the introduction. The second part analyzes the connotation and features of class self-management. The third part introduces and analyzes the status investigation of senior grade one self-management. Taking the Experimental High School of Zhongshan City as example and through questionnaire survey on students and interviews with head teachers, the author further explores the status of senior grade one self-management. In the fourth part, the author puts forward strategies for class self-management. From the perspective of head teachers, the author puts forward four strategies for effective implementation of class self-management.The study of this paper is helpful to enrich the theoretical studies of class self-management, accelerate professional development of head teachers, promote healthy development of students, and boost the implementation of class self-management.