中学班级管理制度研究
发布时间：2018-10-29 20:36
【摘要】：制度建设是班级建设的核心,也是班级建设水平的标志,是优良班集体得以形成并向更高水平发展的有力保障。探索班级制度建设的良好做法和有效途径是学校提升管理水平、实现人才培养使命与和谐发展任务需要解决的重点问题。本文选取大连市西岗区部分中学对其班级管理制度进行调查统计分析,并结合对中学校长及教师、学生的访谈,总结出目前中学班级管理制度的现状,主要表现为以下几个方面:第一,忽略了对共性制度的把握和解读,班级管理制度成为孤立的个性制度。调查显示对于班级理制度是否在校规校纪的基础上建立,有18.5%的学生持肯定态度,38.6%认为班级有一部分制度与学校制度相吻合,有21.3%学生认为班级制度建设和学校规章制度没什么关系,有21.6%的学生不清楚两者之间的关系。第二,忽视了学生成长的主体意识,教师成为班级管理制度制定的主体。对班级管理制度的形成方式的调查结果显示:36.8%的班级由班主任自己制定班级管理制度,有28.4%的班级是由学生集体研究制定班级管理制度的,有34.8%的班级是在班主任的引导下,经学生和教师共同研究制定的班级管理制度。第三,忽略了对德育作用的挖掘和阐释,班级管理制度成为冷硬的条例。从调查结果显示,学生认为班级最主要的班级管理目标依次是提高学习成绩48.9%,维持班级秩序26.7%,培养独立自主的能力16.2%,培养良好的道德品质8.2%。第四,忽略了对个性发展的尊重与培养,班级管理制度成为量化考核代名词。调查显示,大多数班级落实管理制度的主要方式使每天按项目进行加分减分,占比74.3%,有21.5%的班级是进行小组评定,有4.2%的学生会得到老师表扬或谈心。第五,忽略了评价机制的建构与监督,班级管理制度成为一纸空文。调查结果显示,对于班级管理制度的落实情况,有63.4%的班级是每天按固有项目进行加分减分,有12.4%的班级通过小组评定落实,有8.9%的班级通过班干部评定进行总结,也有15.3%的班级由班主任进行评定。在此基础上针对中学班级管理制度的实际,在相关理论的支撑下提出对策性建议。对策具体内容包括:第一,贯彻班级管理制度的指导、监督作用;第二,改变落后的班主任班级管理的观念;第三,开展系统的班级管理制度主体培训;第四,搭建科学的班级管理制度结构框架;第五,建立多元的班级管理制度评价体系。
[Abstract]:System construction is not only the core of class construction, but also the symbol of class construction level. Exploring the good practice and effective way of the class system construction is the key problem that the school should solve to improve the management level, realize the mission of talent training and harmonious development. In this paper, some middle schools in Xigang District of Dalian City are selected to investigate and analyze their class management system, and combined with interviews with principals, teachers and students, the present situation of middle school class management system is summarized. The main manifestations are as follows: first, ignoring the grasp and interpretation of the common system, the class management system has become an isolated individual system. The survey shows that 18.5% of the students have a positive attitude on whether the class management system is established on the basis of school discipline, while 38.6% think that some of the class rules are consistent with the school system. 21.3% of the students thought that there was no relation between the class system construction and the school rules and regulations, while 21.6% students did not know the relationship between the two. Secondly, teachers become the main body of class management system. The results of the investigation on the formation of class management system show that 36.8% of the classes are made by the class teachers themselves, and 28.4% of the classes are made by the students' collective research. 34.8% of the classes were under the guidance of the class teacher, and the class management system was worked out by the students and teachers. Third, ignoring the excavation and interpretation of the role of moral education, the class management system has become a cold and hard regulation. The results of the investigation show that the most important class management objectives of the class are to improve the academic achievement, to maintain the order of the class, to cultivate the ability of independence and independence, and to cultivate the good moral character by 8.2. Fourth, ignoring the respect and cultivation of personality development, class management system has become a synonym for quantitative assessment. The survey shows that the main way of implementing the management system in most classes is to increase and reduce the score by item every day, accounting for 74.3%, 21.5% of the classes are assessed by groups, 4.2% of students are praised or talked about by teachers. Fifth, ignoring the construction and supervision of evaluation mechanism, class management system becomes a dead letter. The results of the survey show that 63.4% of the classes in the implementation of the class management system are assigned points per day according to the inherent items, and 12.4% of the classes are implemented through group assessment. 8.9% of the classes were summed up by class cadres, and 15.3% of classes were assessed by class teachers. On this basis, in view of the reality of the middle school class management system, under the support of relevant theories, the author puts forward some countermeasures. The countermeasures include: first, to carry out the guidance and supervision of the class management system; second, to change the concept of class management of the backward class teacher; third, to carry out systematic training on the subject of the class management system; Fourth, set up the scientific class management system structure frame, fifth, establish the pluralistic class management system appraisal system.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G635.1
本文编号：2298746
[Abstract]:System construction is not only the core of class construction, but also the symbol of class construction level. Exploring the good practice and effective way of the class system construction is the key problem that the school should solve to improve the management level, realize the mission of talent training and harmonious development. In this paper, some middle schools in Xigang District of Dalian City are selected to investigate and analyze their class management system, and combined with interviews with principals, teachers and students, the present situation of middle school class management system is summarized. The main manifestations are as follows: first, ignoring the grasp and interpretation of the common system, the class management system has become an isolated individual system. The survey shows that 18.5% of the students have a positive attitude on whether the class management system is established on the basis of school discipline, while 38.6% think that some of the class rules are consistent with the school system. 21.3% of the students thought that there was no relation between the class system construction and the school rules and regulations, while 21.6% students did not know the relationship between the two. Secondly, teachers become the main body of class management system. The results of the investigation on the formation of class management system show that 36.8% of the classes are made by the class teachers themselves, and 28.4% of the classes are made by the students' collective research. 34.8% of the classes were under the guidance of the class teacher, and the class management system was worked out by the students and teachers. Third, ignoring the excavation and interpretation of the role of moral education, the class management system has become a cold and hard regulation. The results of the investigation show that the most important class management objectives of the class are to improve the academic achievement, to maintain the order of the class, to cultivate the ability of independence and independence, and to cultivate the good moral character by 8.2. Fourth, ignoring the respect and cultivation of personality development, class management system has become a synonym for quantitative assessment. The survey shows that the main way of implementing the management system in most classes is to increase and reduce the score by item every day, accounting for 74.3%, 21.5% of the classes are assessed by groups, 4.2% of students are praised or talked about by teachers. Fifth, ignoring the construction and supervision of evaluation mechanism, class management system becomes a dead letter. The results of the survey show that 63.4% of the classes in the implementation of the class management system are assigned points per day according to the inherent items, and 12.4% of the classes are implemented through group assessment. 8.9% of the classes were summed up by class cadres, and 15.3% of classes were assessed by class teachers. On this basis, in view of the reality of the middle school class management system, under the support of relevant theories, the author puts forward some countermeasures. The countermeasures include: first, to carry out the guidance and supervision of the class management system; second, to change the concept of class management of the backward class teacher; third, to carry out systematic training on the subject of the class management system; Fourth, set up the scientific class management system structure frame, fifth, establish the pluralistic class management system appraisal system.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G635.1
【参考文献】
相关期刊论文 前3条
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2 王顺双;;构建和谐班级制度的理性要求[J];班主任之友;2007年04期
3 道格拉斯·C·诺斯,李飞;论制度[J];经济社会体制比较;1991年06期
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