Research On Optimization Strategies Of Students’ Class Self-management In Rural Ordinary High School

Class self-management is a class management model that takes the class as the basic unit of education and teaching management,which emphasizes the autonomy of students’ management,has drawn the attention of many educational researchers.The "14th Five-Year Plan" proposes to comprehensively promote rural revitalization and implements the rural education revitalization strategy.Much more attention has been paid to the class self-management of rural ordinary high school students on account of the special status of rural high school education in the reform of the education field.In order to take advantage of the full understanding of the characteristics of rural ordinary high school students’ class self-management and to promote the healthy growth and all-round development of rural ordinary senior high school students,taking 1087 students from three rural high schools in Shantou City,Guangdong Province as samples to conduct empirical research,and conducting an in-depth investigation on the status quo of students’ class self-management in rural ordinary high school by adopting methodologies as document reference,questionnaire and interview.Based on the results of the investigation,the reasons are explored and the following conclusions are drawn.Firstly,the rural ordinary high school students are lack of self-development guidance,they are accustomed to rely on others in life and fail to form good behavior habits,they also pay much attention on grades in study and neglect of improving their self-management abilities.Secondly,rural ordinary high school students do not have a comprehensive understanding of class self-management,their concept of class management is inadequate and the variety of activities established by the school is relatively humdrum.Third,the class self-management mechanism of ordinary high school students in rural areas is not sound,the class management activities are lack of democracy and the construction of the class system is short of scientificity.Fourth,students in rural ordinary high school are deficient on the class cohesion and the sense of class belonging.The loose class discipline makes their class cohesion insufficient and the discordant students’ relationship causes their sense of class belonging lacking.According to the reasons,optimization strategies are proposed.First,home-school collaboratively cultivate the self-management abilities of rural ordinary high school students.Update the concept of family education to create a variety of opportunities for independent practice and innovate school management system to build a vertical "three-in-one" management model.Second,activities help stimulate the passion of the students in rural ordinary high school to participate in the class self-management.Implement the "metabolic mechanism" model to deepen the awareness of all students involved in management and carry out various subject-activities to promote students’ communicative competence.Third,teachers and students work together to establish the self-management mechanism of rural ordinary high school students’ class.Implement democratized selection of class cadres,improve the management abilities of the core team of the class,shape the contract spirit of "overlapping identities",and scientifically standardize the behavior habits of class members.Fourth,students are united to improve the effectiveness of the rural ordinary high school students’ class self-management.Set rewards and punishments system to motivate students and strengthen class discipline to reinforce class cohesion,influence marginal students and activate intermediate students to enhance the sense of class belonging.