Research On The Construction And Practice Of Class Self-management Model In Boarding Primary School

As the unit of school education,class is a group consisting of students who grow up and develop themselves.Although traditional class management with head teacher,the organizer and leader of the class,at its core has its advantages,such management has gradually lost its flexibility with the advancing of era of all-round education.Unlike public school,boarding school demands students to stay longer inside and they study and live there,which demands greater self-management of students.Class management should be based on students and implement scientific pattern of management which facilitates students’ development.On the basis of analysis of current situations of primary school students’ engagement in class management at C school in Qindao city,the thesis discovers that there exist problems of both students and teachers in class management in boarding primary school.The problems at students’ side are the low-status of students,low level of self-management awareness,difficult extension of self-learning ability,and incorrect way of self-management.The problems at teachers’ side are head teacher’s failure in implementation of self-management goals,singularity of class management methods,superficial training on professional development of head teacher,and less scientific assessment ways of head teacher.According to the analysis of research and the theories of humanistic management theory,cooperative learning theory,Maslow’s hierarchy of Needs and group dynamics,the thesis employs the method of Action Research,builds the self-management pattern of "6+1",uses the method of quasi-experimental research,and summarizes the effectiveness of such pattern.The research suggests that the paired T-test scores of the experimental class showed significant differences before and after the experiment in the organization,learning and activities: the scores before the experiment are higher than the scores after the experiment;the after-test scores of experimental class are higher than that of contrast class.And there are no big difference between the pre-test and after-test scores of the experimental class.Quasi-experimental data can prove that the "6+1" pattern of class self-management have positive effect on the three aspects of class self-management by students.According to the teachers and students who engage in the implementation of class self-management pattern interviewed,students are more active;the class becomes more united than ever;they has won the reputation of "excellent class" of the city through joint efforts of the class for several times;the class has formed systematic class self-management and assessment mechanism;the concept of head teacher’s management has changed a lot.The effects of class management presented during the process of action research further proves the effectiveness of the pattern.Based on the summary and reflection on the whole research,the thesis believes that the construction and practice of "6+1" class self-management can optimize and improve the pattern.