Investigation On The Hidden Management Of Self-study Courses In High School And Countermeasure Research

The Outline of the National Medium-and Long-Term Education Reform and Development Plan(2010-2020)clearly states that the high school stage is a crucial period for the formation and independent development of students' personality,and it is of vital importance to cultivate independent learning.Due to the differences between self-study classes and daily classroom teaching,teachers,like daily classroom teaching,are bound to violate the inherent requirements of self-study classes.Implicit management is to influence students' learning behavior and psychological state through psychological suggestion,emotional suggestion and activity suggestion in a way that they can learn independently.For the characteristics of high school self-study class,it is worthwhile to explore hidden management in high school self-study class..Based on the connotation of implicit management,this study designs from its direct objects(concepts,emotions,beliefs,value systems),management measures(emotion,identity,influence,infiltration,etc.),and combines literature research to refine the types of implicit management.And from the theoretical basis,scientific evidence,practical examples and policy documents,etc.,combing the theoretical basis of implicit management.According to the research needs,the questionnaire about the investigation of the status quo of self-study management in high school was formulated.Six high schools in Nantong A high school were randomly selected.The questionnaires were randomly selected to analyze the emotional aspects of high school students' self-study classes.The status quo of the three aspects of student self-study knowledge management and high school students self-study discipline management.Through the analysis of the status quo,it is combed the lack of self-discipline in the emotional management of students' self-study classes,the limited self-knowledge management in the knowledge management of students' self-study classes,and the lack of self-planning ability in the discipline management of students' self-study classes.The main reason is that the high school students' self-study courses are free and self-contained,the high school students have a heavy academic burden,and the high school students have insufficient planning awareness.According to the problem,combined with the implicit management type,the implicit management plan model was constructed,and the countermeasures for the implicit management of the self-study course of high school students were put forward.First,the emotional education wasstrengthened,and the students were guided by the situational hints in the self-study class.constraint.From the aspects of class culture construction,benign competition between students,emotional communication between teachers and students,strengthen the class culture construction to build an emotional system,promote students' benign competition and strengthen students' self-behavior management,pay attention to the establishment of teacher-student communication.Also friends and feelings.Second,strengthen value-infiltration education,and guide students to high-quality and efficient self-study through activities.By strengthening knowledge management to build a value system and improve classroom learning efficiency,it is also based on the nature of self-study classes and creating activities to guide students to strengthen learning management,guide students to self-knowledge management,and improve learning efficiency.Third,strengthen the concept of identity education,and guide students to scientific planning self-study classes through interest hints.Strengthen the self-study class awareness training and build an identity system,and guide students to plan the self-study content in combination with individual requirements.