Research On Self-management In Group Cooperative Learning In Rural Primary Schools

Self management refers to a person's psychological activity and behavior process of actively regulating and managing himself.Rural primary schools develop students' self-management through group cooperative learning,which not only meets the psychological needs of students' development,but also represents the direction of education management reform,which is determined by the necessary literacy requirements of future intellectuals.In the new era of education,the concept of group cooperative learning has changed,but it has not attracted people's attention.There is less research on small-scale rural schools.In view of the above problems,this paper takes the third to sixth grade students of M primary school in Jimo district as the research object,and uses the combination of literature research,questionnaire survey,interview and case study to study the self-management problems in group cooperative learning of rural primary school students.Through the successful application of M primary school practice,it shows the mutual effect between group cooperative learning and self-management,which establishes confidence for education managers to carry out group cooperative learning in small-scale rural schools,and provides some reference for further exploration and research in the future.The main work of this paper is as follows:First of all,based on the existing questionnaire,it is revised repeatedly to form the questionnaire content suitable for this study.The questionnaire investigated the self-management consciousness,self-management behavior and self-management ability of primary school students.By interviewing 12 students of different levels of self-management and 17 teachers of different periods,and combining with a questionnaire survey of 98 students from grade three to grade six in the school,the data were collected and sorted out.The results show that the overall level of self-management in group cooperative learning is not high,and the three dimensions from high to low are self-management ability,self-management awareness and self-management behavior.Third to sixth grade students' self-management level in group cooperative learning has little difference,which is obviously influenced by teachers' educational concept.The more teachers respect students' subject status and encourage students to participate in management,the stronger students' self-management awareness will be.The study also found that the number of students generally agree on group cooperative learning is between four and six;the higher the grade,the more difficult it is for students to form self-management awareness,so it is particularly important to grasp the critical period of self-management formation.Secondly,through the investigation,the following problems are analyzed: from the main factors affecting the rural primary school students' group cooperative learning,such as weak self-management consciousness,insufficient ability and lack of behavior norms,the rural primary school has not formed the loose democratic environment and practice curriculum of self-management,and the lack of internal drive;the rural teachers have not formed the self-management identity and self-management in the group cooperative learning of students The specific implementation mode and the lack of student training guidance.In view of the small number of students in rural schools,this paper puts forward the following specific countermeasures: schools play a good "combined fist" by building a diverse group cooperative learning organization with different ages and backgrounds,promote multi governance and enrich the whole curriculum,improve self-management awareness through practice and feedback;teachers form a good classroom model and score of "student-centered group cooperative learning" Level training to improve the self-management skills of primary school students;primary school students regulate their self-management behavior by participating in integrated courses and integrated practice,and stimulate their enthusiasm and potential for self-management by increasing the opportunities for face-to-face communication with different people inside and outside the school.So as to improve the self-management level of primary school students in group cooperative learning.