A Study Of Class Management Strategies For Boarding Junior Middle School Students To Delay Learning

"Academic procrastination" refers to behaviors that indicate that procrastination will cause undesirable consequences and still cause unnecessary procrastination,resulting in failure to complete the learning tasks that must or should be completed within the expected time,accompanied by adverse emotions.The performance of junior high school students' academic procrastination is particularly obvious,and it will have an adverse impact on the physical and mental development of junior high school students.It is one of the important problems that the class teacher needs to solve in class management.In this study,based on the full study of the previous literature,using the "Supplementary Questionnaire for Middle School Students" compiled by Zheng Sujin in2009 as a measurement tool,562 boarding junior high school students in X Middle School in W City were selected as the research object for the test.The overall academic procrastination of students is good,but the degree of dispersion is large,and the data shows a polarized distribution.Boarding junior high school students show significant gender differences in the total delay in learning and four dimensions,and girls perform better than boys;show grade differences,ninth grade performance is better than seventh grade,and seventh grade performance is better than eighth grade,but The difference is only significant in the lack of dimensions of the plan;it shows that the difference between class cadres and non-class cadres is significant,and that class cadres perform better than non-class cadres;shows that the difference between only children and non-only children,and the performance of non-only children Better than the only child.At the same time,13 students with serious academic procrastinations were selected from the questionnaire with the highest score of 85 points for in-depth study.Use Ma Lijuan 's 2012 “Questionnaire of Reasons for Academic procrastinations in Rural Junior High School Students” to further explore the influencing factors of boarding junior high school students 'academic procrastinations,and screen out personality characteristics,cognitive factors,time factors,task preferences,academic mood,self-efficacy,and learning There are 11 influencing factors including motivation,task difficulty,class environment,teacher-student relationship and subject interest.Based on the above statistical analysis results,the 10 participating classes are divided into 5 classes in the experimental group and 5 classes in the control group.Different class management strategies are conducted for the experimental group,and the control group does not perform any treatment.Two and a half months later,the two groups of students were post-tested and found that the experimental group students' academic procrastination has been significantly improved,compared with the control group.From this we infer that the implemented class management strategy can effectively improve the academic procrastination of boarding junior high school students.At the same time,in the exploration of class strategy,we will pay attention to the research of 13 students with serious academic procrastinations,make relevant records and post-test comparisons,and discuss their improvements in academic procrastinations.After the post-test,continue to observe and record the academic procrastination for one month,as a post-effect test,the improvement effect continues to be good.