A Study On Class Self-management Strategies In Senior High School Under The Background Of New College Entrance Examination

According to the Notice on Printing and Distributing the Implementation Plan for Deepening the Comprehensive Reform of the General College Entrance Examination in Jiangxi Province issued by the People’s Government of Jiangxi Province on September 14,2021,it was clearly stipulated that "the new college entrance examination mode of" 3+1+2 "should be implemented from the students of the first grade of high school enrolled in the autumn of 2021"(in which Chinese,mathematics and English are compulsory examination subjects,one preferred examination subjects should be selected from physics,history.Two re-examination subjects should be selected from chemistry,biology,ideology and politics,and geography.).In the second semester of the first year of the ordinary high schools,the subjects selected by students should be followed to organize the teaching.Students from the original class formed in the first semester of senior year is not synchronized because students in the same class choose different subjects for their own examinations,and the traditional classroom management approaches cannot be adapted to the actual situation of classroom management before subject selection and classroom teaching getting finished.Under the new college entrance examination system,innovation should be needed by the traditional class management of the high school section.In this paper,after fully collecting and analyzing the literature,clarifies the problems of classroom management in general high schools and their causes based on a comprehensive and in-depth study of the reality of classroom autonomy in general high schools under the new college entrance examination system and explores strategies to address classroom autonomy in general secondary schools during the implementation of the new college entrance examination system.Then conducts a series of educational experiments in S High School of Nankang District,Ganzhou City.Through educational practice,the research results are tested and revised.According to the research,some conclusions are drawn as follows:Firstly,some problems are found for autonomous classroom management in general high schools in the context of the New College Entrance Examination,student autonomy has not been implemented in place,obsessing with low overall awareness and ability of classroom self-management,and inadequate classroom self-management mechanism and other issues still exist.Secondly,The reasons for the generation of these problems mainly cover schools are too attached to the traditional classroom management model;lack of resources to support the management of classroom autonomy,etc.Insufficient systematic training for teachers in classroom autonomy;teachers’ weak awareness of classroom self-management;parents’ distrust that students can manage themselves well;students’ poor awareness of self-management and varying levels of self-management ability.Thirdly,from deepening home-school cooperation,gradually promoting high school students’ awareness and ability of self-management,strengthening classroom self-management awareness,and innovating classroom management system,we promote students’ multi-faceted development comprehensively.Thesis innovation points as follows:Firstly,Innovative research method.The thesis adopts the method of "research,practice,testing and revision",aiming at testing and revising the research findings in practice through educational experiments.The research process always adheres to combining theory and practice to ensure the research results are scientific and feasible.Secondly,Innovative research perspective.The paper explores innovative high school classroom management from the perspective of the new college entrance examination perspective,from the realistic challenges of subject selection and class walking to traditional classroom management,and insights into promoting innovative classroom management in ordinary high schools and promoting comprehensive development of high school students.Thirdly,Innovative classroom autonomy management strategies.In this paper,we analyze the four major factors influencing the relationship between home,school,teachers and students in traditional classroom management in a comprehensive manner,focus actual requirements of changing the traditional constrained class management into autonomous class management after the new college entrance examination,and strategies such as strengthening home-school cooperation,giving play to teacher guidance,and improving students’ awareness and ability to manage themselves are proposed.