Study On The Problem And Improving Strategies Of Class Self-management In Secondary Vocational Schools

Class self-management is an inevitable trend in the development of modern education,and it is also an inevitable requirement for cultivating students’ core literacy and professional general literacy.It is a requirement for the survival and development of secondary vocational schools.At the same time,it is also an effective way to optimize the work of head teachers and improve students’ ability of self-management and sustainable development.By means of questionnaire and interview,this paper takes y school of Yangjiang City in Guangdong Province as an example,analyzes the current situation of class self-management in secondary vocational school from six aspects,such as concept,goal,content,form,evaluation system and implementation effect.This paper analyzes the problems and the main reasons for the current autonomous class management in secondary vocational schools from the three aspects of school,class teacher and students,and then puts forward some effective improvement measures.Secondary vocational schools are currently increasing the cultivation of students ’self-management capabilities and have achieved certain results.However,there are still some problems in the autonomous management of the class.At the school level,the school’s training orientation still values skill competition and underestimates humanistic care,making students lack a sense of belonging and less involved in class management;the school’s evaluation system for class teachers is not perfect,and the training of class teachers is not strong enough to make class teachers Lack of effective ways and means to achieve class self-management.From the perspective of the class teacher,the class teacher does not know enough about the self-management of the class and lacks the thought of guiding the class to realize the self-management;the class teacher has a heavy workload and lacks the sense of achievement and identity in the work,and often falls into the daily trivial work and does not have enough time and energy to carry out the self-management;the class teacher pays attention to the discipline education in the class management and ignores the students’ emotion Education,so that students have a certain degree of resistance to class management.To some extent,these factors lead to the passive management of the class and lack of effective self-management.At the student level,vocational students have complex student sources,weak pre-school learning foundations,and lack of self-management level;some students have lack of learning goals,insufficient motivation,low self-discipline,and weak self-management ability after admission;Low satisfaction,weak self-confidence,weak sense of belonging and identification of the collective,leading to a weak sense of active participation in class self-management.In view of the above analysis,secondary vocational schools need to improve the core literacy as the basic guide to train students,improve the assessment and training system of the head teacher;the head teacher needs to deepen the understanding of the independent management of the class,change the working thinking,strengthen the class construction,carry out scientific management of the class,and also need to enter the hearts of students and implement emotional education.Schools and class teachers work together to build a platform for students to help them build self-confidence;actively guide and help students improve self-discipline,enhance students ’sense of belonging and identity in class activities,so as to improve students’ self-management ability.