The Action Research Of Improving Junior Middle School Students’ Class Self-management Strategies

With the deepening of system reform and mechanism innovation in the field of education,as well as the implementation of the “double reduction” policy,promoting the all-round development of students and lifelong education has increasingly become the consensus of the whole society.How to cultivate students’ good living and learning habits in the junior middle school stage,stimulate students’ endogenous motivation,enable students to learn,grow and become talents freely,consciously and voluntarily in a good class management situation,and lay a good foundation for future study,work and life is a topic that every junior middle school and junior middle school teacher needs to think about and solve.Encouraging students to actively participate in the management of class life can mobilize the enthusiasm of students’ participation,and also can cultivate students’ creativity in the process of self-management,and promote the all-round development of students.Teachers should play a guiding and leading role in it,create conditions for students’ active participation,and let every student have the opportunity to participate actively.Active participation has become the current promotion of educational reform More and more schools attach importance to the consensus and trend of building a high-quality education system.At present,the model of class self-management has been valued by many scholars and a small number of schools,and has also begun to try to practice in student management.However,due to different concepts of class self-management,there are significant differences in management strategies.Although many schools have implemented self-management,there are still many problems at the beginning of the internship,which affect the improvement of management ability in this area.For example,the implementation mode of class self-management will have different results according to the different emphasis and guidance methods of the head teacher.Some classes are also difficult to achieve the expected management results because students lack the ability to manage in this area and lack management will.For class self-management,the academic community has conducted extensive research on this,and formed a large number of research results.However,the scope of research on the application of this aspect of management to student management practice is very limited,and there are few research results.Most of the research results show that autonomous management is used in the process of student management practice.Although there are many implementation strategies,most of them have not reached the ideal state.Therefore,this study hopes to improve junior high school students’ class self-management strategies through action research,supplement and improve the existing self-management model,and provide a new perspective for the change of junior high school class management methods,based on the investigation and understanding of junior high school students’ class self-management strategies.Secondly,using the action research method,we understand some problems in the process of students’self-management,and then propose more targeted solutions,hoping to provide reference for the effective development of students’ self-management.Using this method,we first selected Class 8,Grade 1,S Middle School of Linzhou as the research object,and then through communication with the class teacher and students,we learned about the characteristics of the self-management model and various problems encountered in practice.Then we designed the management model and proposed specific solutions,hoping to improve the management status in this area and enhance the students’self-management ability,It can provide reference for the effective development of middle school self-management mode.