Research On Collaborative Team Class Management In Junior Middle School For The Development Of Students' Self-management Capabilities

The progress and development of times requires more and more rigorous quality for talents.Society needs high-quality talents with independent learning and autonomous living capabilities who possess powerful development potential.The level of students' self-management ability affects their comprehensive quality directly.Influenced by the trend of Constructivism Theory,against the background of New Curriculum Reform,majority of the front-line teachers tried to construct cooperative study groups and carried out cooperative learning in classroom teaching.After more than two decades of research and repeated practice,cooperative learning has gained significant achievements in cultivating students' self-management capabilities,cooperation and competitiveness,and enhancing students' awareness of responsibility.It has been widely praised by majority of educators.The practice of cooperative learning has also inspired the author to improve current class management.Taking the students in Z Class Eight Grade of P Middle School in Jiangmen City as the practical research object,this article conducts a one-year Cooperation Group Class Management experiment.That is,students of Class Z are grouped according to the "heterogeneity within the group,homogeneous between groups" Principle,and then group-based units organize collaborative learning and co-management of class affairs.The class cooperation team is constructed from four aspects: organization,operation,evaluation,incentive reward together with punishment,and is continuously optimized in practice.Before and after the experiment,through empirical research methods such as questionnaires,interviews,and case studies,combined with statistical analysis of the questionnaires,the effectiveness of Cooperative Group Class Management model in improving junior high school students' self-management ability was confirmed.After the experiment,the author summarized the effectiveness and problems encountered in the cooperative group class management practice,and put forward suggestions for solving problems,hoping to provide valuable ideas for educational theory researchers and majority of front-line educators.This thesis includes five parts: The first part is introduction,discussing the background of the research,defining the related concepts,introducing the research ideas and research methods as well as proposing the problems to be studied and research significance.The second Chapter summarizes and reviews the existing research results of Cooperative Group Class Management and students' Self-management Ability through collating literature,and also expounds the theoretical basis of Cooperative Group Class Management mode.The third Chapter is the practical research process of Cooperation Group Class Management in Class Z,including the preparation of the class cooperation team,the formation of the class cooperation team,the operation of the cooperation team,the evaluation of the cooperation team,and the rewards together with penalties of the cooperation team.The fourth Chapter analyzes the results of the student self-management ability questionnaire before and after the experiment by SPSS21,verifying that Cooperative Group Class Management model can improve the junior middle school students' self-management ability effectively,so that the students develop some good habits such as self-discipline and self-reflection in learning and other activities.In the cooperation group,students with different academic performance can benefit a lot.The overall quality of students with good academic performance has been more significantly improved;while students with poorer academic performance have learned more scientific approaches to learning with the help of other group members and have increased the initiative and enthusiasm for learning.The fifth Chapter is a summary of the effectiveness and outstanding problems in the implementation of Cooperative Group Class Management.The effectiveness of the experiment is mainly reflected in the improvement of students' comprehensive quality and the level of class management;the problems encountered are mainly manifested in four aspects.Specifically,they are the vicious competition between groups,the management of “study-stricken students” in the group who refuse to be helped,the teachers' improper management of the team,and the lack of vitality in class management.In response to these problems,the author also put forward some suggestions for improvement.In the conclusion section,the author rethought the success and failure of the entire experiment and made clear the direction of future efforts.