高中班主任通过实践活动提升德育能力的研究

发布时间：2018-08-19 08:49

【摘要】：班主任是班级的组织者、协调者、管理者和教育者，是距离学生最近、与学生接触最多、对学生影响最大的教师。本文采用文献资料、问卷调查和现场访谈为主要研究方法，以合肥六中等校班主任为样本对提升高中班主任德育能力进行研究。研究发现，新时期高中班主任德育能力在一定程度上存在着组织活动能力不够、建立良好师生关系能力不够、人际协调能力不够、指导学生全面发展能力不够、德育研究能力不够等问题。在当前高科技和信息化的时代，高中生思想活跃，价值观多元，自主意识强烈，同时面临人生道路、职业选择、求学深造的重要关口，学生的思想状况行为规范与以往相比有很大不同，因此，为更好地做好学生教育管理工作，班主任的德育能力显得日益重要。提升高中班主任德育能力，是学生健康成长的需要，是班主任专业发展的要求，也是班级管理质量的保障。可以说，，班主任德育能力除具有促进学生发展的育人价值之外，还具有自我专业成长、自我提高的本体价值，同样也是改善班级德育困境的重要举措。德育能力是为顺利完成德育任务或有效进行学生品德教育活动所具备的潜在心理品质和基本素养条件。影响班主任德育能力提升因素很多，其中，德育知识是班主任德育能力形成的基础，德育能力提升需要科学知识指导；德育观念是构成班主任德育能力的核心，现代德育观念要求把每位学生都看作完整的生命个体，独立人格的人，确立学生主体性、尊重个体差异性，焕发自我教育热情；德育经验是班主任德育能力形成的关键，是建立在班主任育人经验积累、实践感悟和自我反思基础上的行动策略和实际操作。不同班主任面对不同学生教育任务和环境，形成不同的德育经验和个人风格。班主任通过实践活动提升德育能力的策略主要有：通过班级管理活动来提升德育能力，通过人际沟通交往来提升德育能力，通过学生指导来提升德育能力，通过合理有效评价来提升德育能力，通过自我学习来提升德育能力等。除实践活动外，德育能力提升还需要内生的动力因素和外部制度及环境条件的保障因素来支撑。
[Abstract]:The head teacher is the organizer, coordinator, manager and educator of the class. He is the teacher who has the closest contact with the students and has the greatest influence on the students. In this paper, using literature, questionnaire and field interviews as the main research methods, taking the class teachers of Hefei No. 6 Middle School as the sample, this paper makes a study on improving the moral education ability of the high school class teachers. It is found that the moral education ability of high school class teachers in the new period is not enough in organizing activities, in establishing good teacher-student relations, in interpersonal coordination, and in guiding students to develop in an all-round way. The research ability of moral education is not enough and so on. In the current era of high technology and information, high school students have active thoughts, diverse values and strong sense of autonomy. At the same time, they are faced with the important points of life path, career choice, and further study. The ideological and behavioral norms of students are quite different from those of the past. Therefore, in order to do a better job of students' education and management, the moral education ability of class teachers is becoming increasingly important. It is necessary for students to grow up healthily, to improve the ability of moral education in high school class teachers, to ensure the professional development of class teachers and to guarantee the quality of class management. It can be said that the moral ability of the class teacher has not only the educational value of promoting the development of students, but also the self-professional growth and self-improvement, which is also an important measure to improve the plight of moral education in class. The ability of moral education is the latent psychological quality and basic literacy condition for the successful completion of moral education task or the effective conduct of students' moral education activities. There are many factors influencing the improvement of the moral ability of the class teacher, among which moral education knowledge is the foundation of the formation of the moral education ability of the class teacher, and the promotion of the moral education ability needs the guidance of scientific knowledge, the moral education idea is the core of the moral education ability of the class teacher. The modern concept of moral education requires that every student should be regarded as a complete individual and a person with independent personality, who should establish the student's subjectivity, respect individual differences, and glow his own enthusiasm for education, and that moral education experience is the key to the formation of the moral education ability of the class teacher. It is an action strategy and practical operation based on the accumulation of experience, practical perception and self-reflection of the teacher in charge of class. Different class teachers face different students' educational task and environment, and form different moral education experience and personal style. The strategies of improving moral education ability through practical activities are as follows: improving moral education ability through class management activities, enhancing moral education ability through interpersonal communication, promoting moral education ability through student guidance, and improving moral education ability through class management activities. Through reasonable and effective evaluation to enhance the ability of moral education, through self-learning to enhance the ability of moral education. In addition to practical activities, the promotion of moral education ability also needs the support of endogenous dynamic factors and external institutional and environmental conditions.
【学位授予单位】：合肥师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G635.1

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