Research On The Present Situation And Strategies Of Self-management In High School Classes

With the continuous advancement of literacy education,we are required to constantly update the previous management methods.The "nanny" management restricts students' autonomy.The "student-based concept" requires us to take students as the foundation and fully respect students.Literacy education pays attention to the independent development of students.Scholars believe that the process of students' active participation in class management is class self-management.In this process,students learn self-awareness,self-education,self-restraint and self-growth,and strive to achieve self-comprehensive development in order to better adapt to social development and lifelong development.The all-round development of students' self can not only promote the improvement of management level,but also improve students' self-management ability,promote students' development,so as to achieve win-win situation.Taking S school in Guangdong Province as an example,this paper makes an in-depth analysis of the status quo of high school students' class self-management,in order to explore strategies for optimizing high school students' class self-management.In order to better analyze the current situation,537 students from S School in Guangdong Province were investigated by literature analysis,questionnaire survey and interview.Questionnaires were conducted from five parts: the basic situation of students,the degree of self-management in daily life,the status quo of self-management in class,the attitude and evaluation of self-management in class,the support and cooperation of self-management in the environment.Investigation,and through in-depth interviews with head teachers,students,parents and school leaders to collect more information.This study includes the investigation of the current situation of class self-management in different grades,the problems found after the investigation and the Optimization Countermeasures for the problems.Through the analysis of the data,it can be found that there are no obvious differences in class goal-setting and system-building and acceptance among different grades,but there are differences among the upper grades in participating in the goal-setting.The participation rate is ranked as Senior Three,Senior One and Senior Two,while the acceptance rate is generally low,and they all feel that they need to be improved.There are grade differences in the reasons why students do not participate in the class cadre election.The proportion of senior two is higher than that of the other two grades,and the proportion of "learning-oriented" and "no confidence in oneself" is larger.There is no difference in students' consciousness of self-management in class as a whole,which shows the characteristics of insufficient self-consciousness.The degree of self-management of students in daily life is better than that of class self-management,but the arrangement and implementation of the plan are not in direct proportion.Parents' awareness of classself-management is somewhat biased and has not been fundamentally supported.According to the results of the data,this study starts from the four aspects of head teacher,students,schools and parents to analyze the causes and problems,and puts forward corresponding optimization strategies.One is to improve students' self-management ability,the second is to improve the self-management mechanism of the class,the third is to build the self-management platform of the class,the fourth is to improve the management quality of the head teacher,and the fifth is to unite the efforts of education with the cooperation of home and school.