大学生班级自主管理方法研究

发布时间：2018-05-21 16:10

  本文选题：大学生 + 自主管理　； 参考：《青海师范大学》2017年硕士论文

【摘要】：高校管理工作中应树立人才培养的中心地位,大力培养品德良好、知识丰富、能力较高的高素质专业人才与创新人才。大学本身是社会大系统中的一个子系统,它与社会这个大系统及其他子系统之间存在着相互影响与相互制约的必然联系,高校管理应保持理性的态度不能简单移植或者照搬西方管理经验,大学的管理应根据当前社会环境情况结合学校的教学环境与师资力量管理。中国大学组织体系中,教师与学生之间早已形成“管理”与“被管理”范式。推进学生由“被动治理”到“主动治理”是班级管理的目标。国家教育发展纲要要求大学生应具有自我负责的意识,并带着批判精神风格去学习与生活。班级管理主体是学生,学生是一个个体,组成这些个体的单位是班级,大学管理的重中之重是班级管理。班级自主管理有利于丰富教育学相关的管理理论,同时也符合当前的社会形式与国际要求。本研究是对14级小教A班个案研究,研发方法主要运用文献分析法、问卷调查法、个别访谈法等对班级自主管理情况进行研究。研究内容主要从学生的生活自主管理与学习的自主管理情况进行研究。研究结果发现:第一、评价内容应多样性,而班级自主管理存在班主任评价标准主要通过学科量化的成绩来评价学生;第二、目标管理应有始有终,而班级调查发现班级中只存在预设目标阶段而没有完整的目标设置,以及包括学生反映目标管理中班主任缺失,最后对目标的自主管理总结与评价缺失;第三、班级自主管理中学生参与度不高,班级沿用学校规章制度,学生没有参与到班级生活管理中去;第四、学生全面性发展需要全面学习,调查发现只重视学科成绩,导致学科外的学习情况不理想。研究分析:根据研究发现的问题结合研究资料从社会、学校、班主任、学生四个方面分析。社会因素:应试教育大环境导致评价以单一学科成绩评价学生,整个社会教育观影响下家长对教育投入导致学生自动参与管理度不高。学校因素:学校管理理念没有及时更新,未对各自班级自主管有严格要求导致班级学生自主管理参与度不高。班主任因素:班主任的管理理论未及时更新导致学生班级参与度不高,班主任自身素养提升意识不强导致只注重学科成绩,忽视全面发展。学生因素:学生自我管理意识淡薄导致目标管理只停留在预设目标阶段,学生个体差异性导致目标管理实现难。研究对策:根据多元智能理论对评价内容单一提出解决方法;根据目标管理理论对目标只停留在预设目标阶段以及班级学生参与度不高给出解决方案;根据组织文化理论对只注重学科成绩给出解决方案。
[Abstract]:In the management work of colleges and universities, we should set up the central position of talent training, and vigorously cultivate high-quality professional talents and innovative talents with good moral character, rich knowledge and high ability. The university itself is a subsystem of the large social system, and there is an inevitable relationship between it and this large social system and other subsystems which influence and restrict each other. The management of colleges and universities should not simply transplant or copy the western management experience, and the management of universities should be combined with the teaching environment and the management of teachers according to the current social environment. In the organizational system of Chinese universities, the paradigm of "management" and "managed" has been formed between teachers and students. Promoting students from passive governance to active governance is the goal of class management. The national education development program requires college students to have a sense of self-responsibility and to study and live with a critical spiritual style. The main body of class management is the student, the student is an individual, the unit that makes up these individual is the class, the most important thing of the university management is the class management. Autonomous class management is beneficial to enrich the management theory of pedagogy and meet the current social and international requirements. This study is a case study of Class A of Grade 14 Primary School. The research and development methods mainly use literature analysis method, questionnaire method, individual interview method to study the situation of class autonomy management. The content of the research is mainly from the students' living autonomous management and learning autonomous management. The results show that: first, the content of evaluation should be diverse, and the evaluation standard of class teacher in class independent management should be evaluated mainly through the quantitative achievement of the subject; second, the objective management should have the beginning and the end. The class survey found that there is only a preset goal stage and no complete goal setting in the class, including students reflecting the absence of the head teacher in the goal management, and finally the lack of summary and evaluation of the goal independent management. Third, The participation of middle school students in the independent management of classes is not high, the classes follow the school rules and regulations, and the students do not participate in the management of class life. Fourthly, the comprehensive development of the students requires comprehensive study. The investigation found that only the academic achievements were attached importance to. The result is that the learning situation outside the subject is not ideal. Research and analysis: according to the problems found in the study combined with research data from the social, school, class teacher, students four aspects of analysis. Social factors: the general environment of examination-oriented education leads to the evaluation of students with the result of a single subject, and under the influence of the whole view of social education, parents' input in education leads to a low degree of students' automatic participation in management. School factors: the school management concept is not updated in time, and the lack of strict requirements for their own class management leads to a low degree of participation in the independent management of class students. The factors of class teacher: the failure to update the management theory of the teacher in charge of the class leads to the low level of class participation and the lack of awareness of promoting the teacher's own accomplishment, which results in only paying attention to the academic achievements and neglecting the overall development. Student factor: the weak consciousness of students' self-management leads to the goal management only staying in the preset stage, and the students' individual difference leads to the difficulty of the realization of the goal management. Research countermeasures: according to the theory of multiple intelligences to the evaluation content single solution, according to the goal management theory to the goal only stays in the preset goal stage and the class student participation degree is not high gives the solution; According to the theory of organizational culture, a solution is given to focus only on subject achievement.
【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】：G645.1

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