The Practice Exploration Of Class Self-management Mode In Secondary Vocational Schools

Vocational education can only establish a scientific concept of talents,create a good environment for all students to be talented,and everyone can show their talents in order to cultivate high-quality skilled personnel with socialist core values for the society.The study of class self-management mode is of great significance to the reform and development of moral education in secondary vocational schools.This paper investigates the current situation of class self-management management in Meizhou Vocational and Technical School by combing the relevant research literature of class management in secondary vocational schools.Through analysis,it is found that there are three problems in the class management of the school: the teacher in class organization management who does not reflect democracy,students lack the awareness of self-management,and students lack initiative in class activities.The main reasons are the students,the head teacher and the evaluation mechanism.through the three aspects of learning self-management,organizational self-management and activity self-management,this study follows the human-centered management theory,goal management theory,needs hierarchy theory and group dynamics theory,and tries to construct a new mode of class self-management in secondary vocational schools.The students of the two parallel classes of the vocational and technical schools in the city are the subjects,adopting the pre-test and post-testing experimental design,implementing the self-management mode of the class functional group in the experimental class,and using the traditional class management mode in the same class for a one-year practice and explore.Research indicates:(1)Through the analysis of post-experimental data,it is found that the experimental and control classes have significant differences in the scores of learning autonomy,organizational autonomy,and activity autonomy,and the experimental class scores are larger than the control class;the experimental class is learning.There were significant differences between the pre-test and post-test score pairing test results of autonomy,organizational autonomy,and activity autonomy.The scores after the experiment were larger than those before the experiment;there was no significant difference between the pre-test and post-test scores.From the aspect of experimental design,the effectiveness of the self-management mode of the class functional group was demonstrated.(2)Through interviews with teachers and students participating in the experiment,respondents generally believe that after the implementation of class-level self-management,the experimental class formed a democratic and harmonious class style,which improved students' self-learning ability and self-management awareness,and enhanced the class' s Cohesiveness which has liberated the management pressure of the class teacher,thus further demonstrating the effectiveness of the model.