考研培训机构班级管理现状及对策研究

发布时间：2018-03-08 10:41

本文选题：班级管理　切入点：考研培训机构　出处：《青海师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：随着教育体系的不断发展和完善,接受高等教育的学生人数逐年增多,尤其是在研究生教育中,学生人数明显上升。相关资料显示:截止到2015年我国研究生报名人数已经达177万,研究生人数同比增长超过10%。在这背景下考研培训机构数量骤增,其考研培训班级规模也相继扩大。我国早期的考研培训机构,注重学生发展,关注学生成长目标,能结合学生状况个性化需求形成了完整的考研培训体系。在初期考研培训过程中主要以大班教学为主,即学生通过视频听课、学习,开展自主管理,班级管理成效并不显著。随着班级管理需求的不断深入,B考研培训机构开始对班级管理模式进行反思,在大班教学基础上构建小班教学模式,依照小班教学需求设置班级管理内容,由班主任、培训教师和学生共同完成班级管理建设,其管理工作得到明显改善。本文将理论与实际结合,通过文献法整理分析相关文献资料,对考研培训机构班级管理理论进行分析,确定基础研究框架;通过问卷调查法和访谈交流法对B考研培训机构班级管理现状进行分析,借助典型案例深入挖掘考研培训机构班级管理的注意事项。本研究以广州B考研培训机构7个考研培训班级为例,对36名教师和326名学生进行调查,将上述调查结果与文献资料对比。在研究过程中笔者发现B考研培训机构班级管理过程中存在以下问题:第一,缺乏民主管理体系,管理工作主要由班主任展开,学生参与率较低;第二,管理权责不明确,管理内容没有细致划分,学生不了解自身的管理责任;第三,管理方式过于单一,主要通过管理制度进行行为约束,缺乏自主性、民主性;第四,管理过程存在漏洞,依照成绩开展班级管理,缺乏完整评价指标。产生问题的原因有:B考研培训机构缺乏长效管理机制,在管理工作中通过硬性指标对学生进行约束,挫伤了学生主观能动性;教师管理素质低下,缺乏正确的班级管理认识和相关班级管理经验,班级管理不到位;缺乏班级管理的文化环境、校园环境等,在管理过程中并未注重氛围建设,影响了学生参与度。针对上述原因提出以下策略:充分考虑考研培训机构班级管理的特殊性,结合时代需求设定班级管理方向;从人性化管理、高效化管理等原则出发,规范各项管理工作;依照管理内容,构建班级管理制度、班级管理组织架构、班级管理模式、信息交互体系,形成科学管理体系;做好知识培训、能力培训和经验传输,提升管理人员素质;在上述基础上对班级管理进行优化,将定性评价和定量评价结合,实施量化考核评价。
[Abstract]:With the continuous development and improvement of the educational system, the number of students receiving higher education is increasing year by year, especially in the postgraduate education. As of 2015, the number of graduate students in our country has reached 1.77 million, and the number of graduate students has increased by more than 10 percent year on year. In this context, the number of postgraduate training institutions has increased sharply. The size of its postgraduate training classes has also expanded one after another. The early graduate school training institutions in China paid attention to the development of students and their growth goals. Can combine the individual needs of students to form a complete postgraduate training system. In the initial training process, the main class teaching, that is, students through video classes, learning, self-management, The effect of class management is not remarkable. With the increasing demand of class management, the training institutions begin to reflect on the model of class management, and construct the teaching model of small class on the basis of large class teaching. According to the teaching demand of small class, the content of class management should be set up, and class teachers, training teachers and students should complete the construction of class management together, and its management work will be improved obviously. Through literature analysis and analysis of the relevant literature, the author analyzes the theory of class management in postgraduate training institutions, determines the framework of basic research, and analyzes the present situation of class management in B postgraduate training institutions through questionnaire survey and interview exchange. In this study, 36 teachers and 326 students were investigated with 7 postgraduate training classes in Guangzhou B graduate school as an example. In the course of the study, the author found that there are some problems in the class management of B graduate school: first, there is a lack of democratic management system, and the management work is mainly carried out by the head teacher. The participation rate of students is low; second, the management rights and responsibilities are not clear, the management content is not carefully divided, the students do not understand their own management responsibility; third, the management method is too single, mainly through the management system for behavior constraints, lack of autonomy, Democracy; 4th, there are loopholes in the management process, class management is carried out according to achievements, and there is a lack of complete evaluation indicators. The causes of the problems are the lack of a long-term effective management mechanism in the: B graduate school training institution. In the management work, the students are restrained by hard indicators, and the subjective initiative of the students is contented, the quality of teachers' management is low, the correct understanding of class management and relevant class management experience is lacking, and the class management is not in place. Lack of cultural environment of class management, campus environment and so on, did not pay attention to the atmosphere construction in the management process, affected the student participation degree. In view of the above reasons, the following strategies are put forward: fully consider the particularity of the class management of the graduate school training institution, In accordance with the needs of the times, set the direction of class management; from the principles of humanization management and high efficiency management, standardize the management work; according to the management content, build the class management system, class management organizational structure, class management model, Information exchange system, form a scientific management system; do a good job of knowledge training, ability training and experience transmission, improve the quality of managers; on the basis of the above optimization of class management, the combination of qualitative and quantitative evaluation, Carry out quantitative evaluation.
【学位授予单位】：青海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G643

【参考文献】