The Study Of Problems And Countermeasures In Junior Middle School’s Class Autonomous Management

Under the background of highly promoting initiative education and carrying outquality education, the class management transferred form the teacher-centered tostudent-centered. Class is the basic unit of school education, it has a direct and deepimpact on the personality development of students in class management. Traditionalclass management mode excessively emphasizes on the individual authority ofteachers, pursues teachers control over students. It is difficult to give the rein to theclass’ education function. Researchers have concerned how to carry out scientific andeffective management of the class, and promote the healthy growth of students withthe deepening of education reform. It is of great theoretical significance and practicalvalue to study class autonomous management which combined with the practice ofjunior high school class management.This research mainly uses the literature research method, questionnaire survey,individual interviews and other research methods, research on junior middle schoolclass autonomous management. The author interviewed the junior middle schoolstudents, some headteachers, some other teachers and school leaders as well as theleaders of the Education Department, then he made a comprehensive analysis of theresults. The results reveal that the managing concepts in junior middle school isbackward, the method is single. The students lack autonomy, unwilling to participateactively in class management; Most of the students lack initiative, they participate inclass management unwillingly; The headteacher did not guide the students how tomanage class autonomously. The school leaders pay little attention to classautonomous management. The main reason is that the headteachers interfered toomuch work of class in traditional class, which influenced the students’ managingability. And the students lack the autonomous ability and awareness is anotherreason.With the experience of several years’ headteacher, the author drew a conclusion that we should observe several strategies in junior middle school’s classautonomous management. The first one is step by step strategy, the second one ismanaging goal strategy, the third one is to cultivate the autonomous managing abilityof students’ leaders. The fourth one is the strategy of carrying out the activities inclass autonomous management. The fifth one is the constructing strategy of classautonomous managing culture. The sixth one is the evaluating strategy of classautonomous strategy. The seventh one is the strategy to form the force of classautonomous management.With the limitation of study condition, this study only researches the classes inLei Weihua junior middle school. The research candidates are few, the representativeis not enough. The analysis of the statistics and interview haven’t done a very goodjob. The author hopes that he can done deep research later on, and puts forward somevaluable strategies in the practice of class autonomous management.