| In traditional basic education teaching,teachers often take it as their duty to“preach and teach”,follow “the dignity of teachers”,and ignore the initiative and innovation of students’ study and management.At the same time,social development requires people to have a certain spirit of mutual assistance and cooperation and innovation.Therefore,teachers should pay more attention to the cultivation of students’ sense of mutual aid and cooperation,their ability of self-management,and their sense of innovation.No matter in what era,the environment has a great influence on human development.The middle school stage is a critical period for the transition of students from children to adults,as well as a significant historical turning point in the development of their outlook on life and values.At the present stage,junior high school is both the end of the compulsory education stage and the transition to senior high school,on the one hand,students are facing the pressure of high school entrance examination,on the other hand,they are beginning to form their own outlook on life,values,etc..People live in the environment and are influenced by the culture,especially the students.The environment and peers have a great influence on the junior middle school students,its cultural construction will have an important impact on the study life and personal development of junior middle school students.Students live in the collective environment,the combination of group cooperation and class culture construction can promote students’ consciousness of cooperation,autonomy and innovation to a greater extent.Therefore,more and more educational researchers and workers begin to pay attention to the class culture construction of group cooperation to promote the development of students and classes.The core of the class culture construction that distinguishes it from the conventional class culture construction is that the mutual aid growth group is the basic organizational form of the class,and all aspects of the class culture construction are mainly carried out by the students through group cooperation,the teacher only plays a guiding role,the group culture and the class culture are integrated and intertwined,imperceptibly affecting the students and promoting the development of the class.Specifically,the construction of class culture of group mutual assistance includes four aspects of the construction of spiritual,institutional,material and behavioral culture relying on group mutual assistance.The study found that the current class culture construction of junior high school class group mutual assistance is not very ideal,the formal situation is more serious,the content is single,and the use of many classes for the group is still only at the level of simply implementing the teacher’s orders,such as sending and receiving homework,cleaning,etc.;there are many classes whose cultural construction is only to cope with the inspection of the school,or only for the sake of beauty and present a single poster culture and so on.These situations reflect some common problems in the current basic education,such as insufficient teacher-related theories,teachers’ neglect of democracy,lack of innovation,weak awareness of behavior culture,and weak orientation of class culture when building class culture.Teachers can improve the existing class culture construction of group mutual assistance by strengthening theoretical learning,scientifically building groups,making full use of the power of group mutual assistance,digging deep into the characteristic culture of classes,and implementing various specific strategies.In the process of research,the author explored and practiced while constantly summarizing and reflecting,and found that after the implementation of the relevant strategies of class culture construction of group mutual assistance,the class and students have developed greatly.It is hoped that the results of this study will serve as a reference for other secondary educators working in the field. |
