Hou Qingfeng, Vocational Education Center of liyang city City, Jiangsu Province

This paper briefly introduces some attempts to cultivate students' self-education and self-management ability in the process of class collective construction.

[Keywords:] self-education, self-management

For a long time, in the work of class teachers, teachers often emphasize the dignity of teachers, which is the education and management of students, while ignoring the self-education and self-management of students, which affects students' subjective initiative. Dialectical materialism tells us that internal cause is the basis of change, and external cause is the condition of change. External cause can only work through internal cause, that is, only the leading role of teachers and the main role of students can be combined. Only the collective can form a healthy operating mechanism, class management can be more conducive to the all-round development of students, and students can be educated and grow their talents in class management. To this end, the author believes that in the process of class collective construction, we should always cultivate students' self-education and self-management ability. Specific practices are as follows:

Set up more posts so that every student can participate in class management.

Students are collective masters. Only when students really have the concept of collective masters can they inspire their sense of responsibility and collective honor and give full play to their enthusiasm for work. Therefore, the class teacher should put the students in the position of collective masters, set up more jobs in class management, attract students to participate in class management as much as possible, and let more students have the opportunity to hold management positions, so that students can truly have a sense of belonging and responsibility, and their self-education and self-management ability can be obtained.

In the management work, in order to give every member the opportunity to participate in class management, in addition to the regular class and the Youth League Committee, I also set up a discipline inspection group, a gfd group, a sports activity group, a science and technology group, a publicity and publication group and an environmental protection group in the class. Each group has a leader and several members. At the same time, there are also posts such as dormitory director and study leader. Students in each post are responsible for class discipline inspection, study activities, daily management norms, extracurricular activities and group activities. Every on-the-job employee should make a detailed work plan and submit it to the teacher for review before taking up his post. In practical work, I always accept the supervision of teachers and other students. Through the efforts of teachers and students, students' self-management has achieved initial results. Students consciously abide by discipline, and teachers can better organize and coordinate the daily management of the class after work. In this orderly management, students have increased their talents and improved their ability of self-education and self-management.

Practice shows that creating opportunities for every student to participate in class management is not only conducive to the formation of a good class collective, but also conducive to the healthy growth of students. First, students' awareness of self-discipline in management has increased, and they have changed from passive managers to active participants. Driven by self-esteem and sense of responsibility, they gained recognition from participation, thus effectively playing the role of self-management. Second, students participate in management activities physically and mentally. It has changed the traditional top-down management mode of the head teacher, established the students' dominant position in class management and enhanced their sense of responsibility. In a word, students' participation in class management is helpful to cultivate students' self-control spirit and self-management ability.

Let students learn self-education and self-management in collective practice.

Regular collective practice activities are an important way to cultivate class collectives, which can make class collectives attractive and cohesive. By participating in activities, students can keep close contact with their classmates, increase their knowledge, exercise their abilities, increase their talents, promote their physical and mental health, and help them cultivate their self-education and self-management abilities.

So when I was a class teacher, the class organized collective activities, which were generally hosted by students. The class teacher always participates in the planning on an equal footing with the class cadres, such as the content, organizational form and the purpose to be achieved through this class meeting. In order to let students get better exercise, I always boldly authorize students to make their own work plans and arrange meeting procedures. For example, our class organized a debate contest with the theme of "Advantages and Disadvantages of the Internet", which was divided into pros and cons. According to this theme, the whole class actively participated in the preparation, collecting data, sorting out data, meticulous division of labor, unity and cooperation. Through this debate, students really understand the network and know how to use it correctly. Through the life examples around us, the students were deeply educated, and several students in the class who fell in love with the internet were inspired. In front of the whole class, they made a promise-never to enter the internet cafe again. In the organization, students deeply realize that an activity needs Qi Xin to work together, correctly handle the relationship between individuals and collectives, and cooperate with each other to achieve success, which not only enhances the cohesion of the class, but also improves the self-management ability of the class students.

Suhomlinski said: "Arousing people to realize self-education is the real education." I think all students should learn to manage their own affairs, that is, it's just like a child learning to walk. No mother in the world will refuse to let her children learn to walk for fear of wrestling. Practice has proved that students can learn to walk with different people through group activities.

More guidance reflects the leading role of teachers in the process of constantly cultivating students' self-education and self-management ability.

Under the guidance of the class teacher's empowerment, students gradually got rid of the idea of dependence and participated in it with the spirit of being masters.

With the management of the class, I got good exercise and strong self-care ability. However, due to the immaturity, lack of experience, lack of knowledge and experience, especially the simple management style, the students are still far from the quality required for future work. Therefore, for the smooth growth of students, the class teacher should create conditions for students to exercise their ability, at the same time strengthen the guidance of methods and be a good guide for students, which fully reflects.

Feedback-is to get all kinds of information in self-management in time, through: participating in the summary and watching each.

Recording, organizing group communication, regular discussion, individual conversation, visiting teachers, etc. are the prerequisites of the work.

Control-is the control of the implementation process, macro and micro control of procedures, levels, quality, content and form. This is the difficulty of this work.

Coordination-refers to the coordination of key and difficult issues in the implementation process, such as: students and students, cadres and cadres, cadres and students, students and teachers, classes and schools, students and parents, students and society, which must be coordinated by the class teacher. This is the deepening of the work.

Summary-is a review of the implementation process. It is the guarantee of the healthy development of the scheme that the class teacher summarizes the achievements in time, analyzes the mistakes and correctly guides the healthy development of self-management.

Education without self-education is not real education. In the process of cultivating students' ability, teachers change guardianship into guidance, and students change passivity into initiative. Students control themselves and strengthen self-discipline in the process of doing things and seeking knowledge, thus improving their self-education and self-management ability.

Set more examples so that students' self-education and self-management ability can reach a new level.

As the saying goes, teaching by example is not as good as teaching by example, and learning to be excellent is an official and a teacher. The power of example is infinite. Say a thousand and you can teach ten thousand. Teachers should first do what students are required to do. Teachers' words and deeds, ideology and morality are undoubtedly examples for students to learn. "Teachers teach people everything" is a real example. Teachers always set an example, which will undoubtedly stimulate students' self-control.

In short, in the process of practical activities and class management, students' self-management ability has been improved and their self-education ability has been enhanced. Everyone cares about the class, and everyone has a sense of responsibility as a master. The class spirit is positive and the style of study is strong, forming an excellent and civilized class collective.

Finally, I sincerely suggest that all colleagues: give students certain rights and let them choose; Give students some opportunities to experience for themselves; Give the student some difficulties and let him solve them by himself; Give students some questions and let them find the answers themselves; Give students a condition to exercise by themselves; Give the student a space and let him go forward by himself.