Research On The Practice Of Self-management Of Full-time Boarding High School Students

With the development of the times,the society needs comprehensive talents with high quality,strong ability and creativity.The characteristics of physical and mental development of high school students' self-consciousness awakening and the requirement of realizing self-worth make them show strong autonomy in psychology and behavior.The concept of quality education requires that the management of students should be based on the needs of social development,combined with the regular pattern of physical and mental development of students.Education management needs to change the management mode and implement the way of students' independent management aiming at the development of students' ability.At present,there are relatively few researches on the practice level of students'self-management,especially on the full-time boarding high school students,and the researches are mostly at low-level and on relatively simple management activities,which do not fully consider the needs of students' self-management in the high school with higher self-awareness and self-management ability.The author takes all the students of the full-time boarding high school as the research object,and studies the real situation of the students' self-management in the aspects of self-awareness and ability cultivation.Applying the theoretical results of the existing research at home and abroad to the educational management practice of full-time boarding high school,this paper studies the influence of self-management mode on students' learning and life in boarding high school,obtains specific operational strategies,and summarizes and reflects on the self-management mode suitable for the psychological needs of high school students.The paper is divided into five chapters.The first chapter is the introduction,which introduces the background of the research on the practice of full-time boarding high school students' self-management,the related research review at home and abroad,the research objects and research methods.First of all,it defines the concept and connotation of "full-time boarding high school" and "self-management of high school students",collecting and sorting out relevant research literature at home and abroad to construct the theory for the following research.The second chapter uses the method of questionnaire and interview to investigate and analyze the current situation of self-management of the full-time boarding high school students and the main problems in the practice of self-management.The third chapter uses the observation method and experience summary method to analyze the main problems in the practice of self-management of the full-time boarding high school students.In the fourth chapter,based on the analysis of the situation and reasons above,the author makes reasonable improvement measures and proposes solutions to the problems in the current practice of students' self-management.First of all,it is necessary to update the concept and improve the quality of teachers to provide guarantee for the development of students' self-management ability.Second,it is necessary to establish a management system of "three in one" of School Students' Union,Grade Students' Union and Class Youth League Committee.Third,it is necessary to take Students' Association as an important method to implement the concept of"self-education".Finally,a series of characteristic practical activities,such as volunteer work,resource recovery and love aid,are carried out as a platform to improve and demonstrate students' ability of self-management,so that students can promote self-motivation and evaluation in the activities.The fifth chapter is the summary and Reflection on the practice of self-management of full-time boarding high school students.This paper attempts to summarize the generalizable model of self-management for boarding high school students.The significance of this paper is to fully stimulate the students' subjective initiative and further improve the students' comprehensive quality in other aspects by changing the traditional teacher-centered management mode into student-centered management mode.