班级建设的范式变革：由“班集体”到“班级共同体”

发布时间：2019-03-05 19:37

【摘要】：随着时代发展与教育改革的深入,班集体范式逐渐暴露出诸多不适应性,比如其过分强调其作为教学手段的工具性价值,作为学生生活方式的价值导向单一性等。而本文提出的班级建设的新范式——班级共同体范式,并不是对班集体范式的否定,也不是对班集体范式的修缮,而是在其基础上进行的包容性、发展性、内生性、变革性的发展与超越。第一部分,首先论述了班集体范式的基础即班级及其教学组织形式班级授课制,以及班集体范式在苏联的产生以及在我国的发展与演变。当前很多学者将班集体建设与班级建设等同而谈,而以叶澜为首的新基础教育学派虽对二者作了区分,但依然是在班集体建设的语境下来谈班级建设。针对这一问题,本文从“范式”角度论述了班级建设的向度,并提出班集体范式只是特定历史条件下班级建设的一种价值选择与建设范式。而在大改革的背景下,对班集体范式简单的修补完善已经不足以满足班级建设的时代要求,因此,班级建设的范式势必从班集体建设范式变革到一个崭新的范式。第二部分试图对上文提出的问题进行尝试性探索与解答。共同体与集体有着天然的渊源关系,那么,班级共同体是否可以超越班集体?本部分首先论述了共同体在各领域尤其在教育领域的发展历程、价值取向,进而班级共同体进行了操作性定义,并论述了班级共同体的内涵与特点。班级共同体范式作为班级建设的新范式,在人际关系、运作方式、存在价值等方面超越了班集体的建设范式。然而,新事物的发展并不是一蹴而就的,班集体范式长期以来存在的师生之间、生生之间的不平等、不信任等现象是对班级共同体范式的一种阻碍。那么,如何克服这些因素,进而走向班级共同体范式呢?第三部分,针对上述阻碍因素,我们应该从其根本,即建设理念层面进行探索。班级共同体建设范式是班集体范式的超越而不是替代,因此,关于“承认”“兼而有之”“系统变革”成为班级共同体范式的理念。在其基本理念下,本部分围绕如何构建有序、活力的运作机制,信任、合作、自由的文化氛围,真实、有效的班级活动等方面探讨了班级共同体范式的操作维度。
[Abstract]:With the development of the times and the deepening of the educational reform, the class collective paradigm has gradually exposed a lot of inadaptability, such as its excessive emphasis on its instrumental value as a means of teaching, as well as the value-oriented singleness of the student's life style, and so on. The new paradigm of class construction, class community paradigm, is not the negation of class collective paradigm, nor the repair of class collective paradigm, but the inclusiveness, development and endogeny of class collective paradigm on the basis of which, the class community paradigm is proposed in this paper, and the class community paradigm is not the negation of class collective paradigm, nor the repair of class collective paradigm. Transformative development and transcendence. The first part discusses the foundation of class collective paradigm, namely class and its teaching organization form, class teaching system, the emergence of class collective paradigm in the Soviet Union, and the development and evolution of class collective paradigm in China. At present, many scholars talk about class collective construction and class construction equally, but the new elementary education school, led by Ye Lan, makes a distinction between them, but still talks about class construction in the context of class collective construction. In view of this problem, this paper discusses the orientation of class construction from the perspective of "paradigm", and puts forward that class collective paradigm is only a kind of value choice and construction paradigm for class construction under specific historical conditions. Under the background of the great reform, the simple repair and perfection of the class collective paradigm is no longer enough to meet the requirements of the class construction. Therefore, the class construction paradigm is bound to change from the class collective construction paradigm to a new one. The second part attempts to carry on the tentative exploration and the answer to the above question. There is a natural relationship between the community and the collective, so can the class community surpass the class group? This part first discusses the development process and value orientation of the community in various fields, especially in the field of education, and then carries out the operational definition of the class community, and discusses the connotation and characteristics of the class community. Class Community Paradigm, as a new paradigm of class construction, surpasses the construction paradigm of class collectives in the aspects of interpersonal relationship, operation mode, existence value and so on. However, the development of new things is not achieved overnight, class collective paradigm has long existed between teachers and students, the inequality between students and students, mistrust and other phenomena is a hindrance to the class community paradigm. So, how to overcome these factors, and then towards the class community paradigm? The third part, in view of the above-mentioned obstacles, we should explore from its fundamental, that is, the construction concept level. The construction paradigm of class community is the transcendence of class collective paradigm, not the substitute. Therefore, the concept of "recognizing" and "systematic change" becomes the paradigm of class community. Under its basic concept, this part discusses the operating dimension of class community paradigm around how to construct an orderly, dynamic operating mechanism, trust, cooperation, free cultural atmosphere, real and effective class activities and so on.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G451

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