常人方法学视野下的小学少先队活动研究
发布时间：2018-08-14 15:10
【摘要】：少先队教育作为学校教育的得力助手,与学校教育、社会教育、家庭教育一起承担着教育当代少年儿童的重任。如果说,课堂学习是少年儿童获取知识的第一课堂,那么少先队活动可以说是对少年儿童实施素质教育,进行思想政治教育,培养创新精神和实践能力的第二课堂。而且通过少先队活动能够进行道德教育、爱国教育、自主教育以及传统文化教育,进而培养少先队员的责任感、自我管理能力,提高集体凝聚力,促进少年儿童的全面发展。少先队活动丰富多彩,多种多样。虽然少先队活动在理论方面还有待研究,但是少先队活动的实践之树却早已硕果累累。一个富有成效的少先队活动的开展,会考虑到活动的时间、活动的内容、活动的地点、活动的对象、活动的目标等方面,根据活动不同的要求开展不同的活动;是以儿童为中心,适应儿童身心发展特点,满足儿童需要,贴近儿童生活实际,有趣且对儿童具有强大吸引力的活动;是尊重儿童主体,相信儿童,把活动交给儿童,充分发挥儿童自主性、创造性和积极性的活动;是内容与形式统一,注重发挥少先队组织特色,因地制宜,具有学校和地方特色的活动。让队员在这样的少先队活动中,懂得一些道理,获得一些知识,学会一些本领,提高一些能力,增长一些才干,养成一些好的行为习惯,在德、智、体、美等方面得到全面健康发展,做一个合格的建设社会主义事业的接班人。然而,少先队活动在开展的过程中,实效性低,没有达到少先队活动的教育效果,在实际的开展中仍然面临着一些困境。以加芬克尔为代表的常人方法学强调对日常实践活动的关注,认为日常实践活动具有索引性、场景性、可说明性和反身性的合理属性,这为研究少先队活动问题开辟了一种新的视野。本研究主要以常人方法学视野中对日常实践活动的研究为基础来剖析当前小学少先队活动存在的问题及原因,并对有效开展少先队活动提供一些对策或建议。本研究共分为四个部分首先,绪论。提出研究问题,梳理了已有常人方法学和少先队活动相关研究,对核心概念“常人方法学”及“少先队活动”进行界定,并介绍研究目的和意义以及研究所运用的研究方法。其次,从常人方法学的理论、比较和应用研究三个方面对本研究的理论基础常人方法学理论进行了概述,并说明了用常人方法学研究来研究小学少先队活动的适切性。第三,以常人方法学为视角,以常人方法学视野下的日常实践活动的组成要素为基础,反思当前小学少先队活动。分别从常人方法学之索引性、场景性、权宜性、可说明性和反身性几个方面剖析了小学少先队活动在实际的开展中存在的问题并进行了原因分析。发现小学少先队活动存在少先队活动内容脱离队员生活实际;忽视活动组织空间场景;忽视组织仪式,缺乏组织特色;忽视活动组织符号的真正内涵;活动主体概念弱化的问题。第四,在以常人方法学为视角分析当前小学少先队活动存在的问题和影响原因的基础上,对有效开展小学少先队活动提出回归儿童生活,确保索引性表达的一致性;创设组织的空间场景,化班级情境为组织情境;营造仪式的结构场景,发挥场景逼迫作用;丰富索引知识库存,为合理地权宜性行动奠基;消除强烈反身性的消极影响,重新建构说明的对策和建议。
[Abstract]:Young pioneer education, as a powerful assistant of school education, shoulders the heavy responsibility of educating contemporary children with school education, social education and family education. If classroom learning is the first classroom for children to acquire knowledge, then young pioneer activities can be said to be the implementation of quality education for children, ideological and political education, training. The second classroom fosters the spirit of innovation and practical ability, and through the activities of the Young Pioneers, moral education, patriotic education, independent education and traditional cultural education can be carried out, and then cultivate the sense of responsibility of young pioneers, self-management ability, improve collective cohesion, promote the comprehensive development of children. Although the theory of Young Pioneer Activity needs to be studied, the practice tree of Young Pioneer Activity has already been fruitful. A fruitful Young Pioneer Activity will be carried out according to the different requirements of the activity, taking into account the time, content, place, object and goal of the activity. The same activities are children-centered, adapt to children's physical and mental development characteristics, meet children's needs, close to the actual life of children, interesting and attractive activities for children; respect the main body of children, believe in children, give activities to children, give full play to children's autonomy, creativity and enthusiasm activities; is the unity of content and form; Let the members of the team know some truth, acquire some knowledge, learn some skills, improve some abilities, increase some talents, develop some good behavior habits, get all-round and healthy development in moral, intellectual, physical and aesthetic aspects. However, in the process of carrying out Young Pioneers'activities, the effectiveness is low, and the educational effect of Young Pioneers' activities is not achieved. There are still some difficulties in carrying out the activities. The methodology of ordinary people, represented by Garfinkel, emphasizes the attention to daily practical activities and considers that daily life is a daily life. Practical activities have rational attributes of indexing, scenario, explanatory and reflexive, which opens up a new horizon for the study of Young Pioneers'activities. This study mainly analyzes the existing problems and causes of the activities of Young Pioneers in primary schools based on the study of daily practical activities from the perspective of ordinary people's methodology, and carries them out effectively. This study is divided into four parts. First of all, the introduction puts forward the research questions, combs the existing research on the methodology of ordinary people and the activities of young pioneers, defines the core concepts of "ordinary people methodology" and "young pioneers activities", and introduces the purpose and significance of the research and the research applied by the institute. Secondly, this paper summarizes the theoretical basis of this study from three aspects: the theory of ordinary methodology, comparison and applied research, and illustrates the appropriateness of using ordinary methodology to study the activities of young pioneers in primary schools. Thirdly, from the perspective of ordinary methodology, daily practice from the perspective of ordinary methodology. On the basis of the constituent elements of the activity, this paper rethinks the current activities of the Young Pioneers in primary schools. It analyzes the problems existing in the actual activities of the Young Pioneers in primary schools from the aspects of index, scene, expediency, EXPLANABILITY and reflexivity of the ordinary methodology, and analyzes the causes. The content is divorced from the actual life of the players; neglects the space scene of the activity organization; neglects the organizational ceremony, lacks the organizational characteristics; neglects the real connotation of the activity organization symbols; the weakening of the concept of the activity subject. Fourthly, based on the analysis of the existing problems and the influential reasons of the activity of the Young Pioneers in primary schools from the perspective of ordinary methodology, the effective opening-up is carried out. The Young Pioneers'Activities in Exhibition Primary School put forward the idea of returning to children's life to ensure the consistency of indexed expression; creating an organizational space scene to turn class situation into organizational situation; creating a structural scene of ceremony to exert the role of scene persecution; enriching indexed knowledge inventory to lay a foundation for reasonable expedient action; eliminating the negative impact of strong reflexivity, and re-establishing. Countermeasures and suggestions for constructing the explanation.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：D432.51
本文编号：2183254
[Abstract]:Young pioneer education, as a powerful assistant of school education, shoulders the heavy responsibility of educating contemporary children with school education, social education and family education. If classroom learning is the first classroom for children to acquire knowledge, then young pioneer activities can be said to be the implementation of quality education for children, ideological and political education, training. The second classroom fosters the spirit of innovation and practical ability, and through the activities of the Young Pioneers, moral education, patriotic education, independent education and traditional cultural education can be carried out, and then cultivate the sense of responsibility of young pioneers, self-management ability, improve collective cohesion, promote the comprehensive development of children. Although the theory of Young Pioneer Activity needs to be studied, the practice tree of Young Pioneer Activity has already been fruitful. A fruitful Young Pioneer Activity will be carried out according to the different requirements of the activity, taking into account the time, content, place, object and goal of the activity. The same activities are children-centered, adapt to children's physical and mental development characteristics, meet children's needs, close to the actual life of children, interesting and attractive activities for children; respect the main body of children, believe in children, give activities to children, give full play to children's autonomy, creativity and enthusiasm activities; is the unity of content and form; Let the members of the team know some truth, acquire some knowledge, learn some skills, improve some abilities, increase some talents, develop some good behavior habits, get all-round and healthy development in moral, intellectual, physical and aesthetic aspects. However, in the process of carrying out Young Pioneers'activities, the effectiveness is low, and the educational effect of Young Pioneers' activities is not achieved. There are still some difficulties in carrying out the activities. The methodology of ordinary people, represented by Garfinkel, emphasizes the attention to daily practical activities and considers that daily life is a daily life. Practical activities have rational attributes of indexing, scenario, explanatory and reflexive, which opens up a new horizon for the study of Young Pioneers'activities. This study mainly analyzes the existing problems and causes of the activities of Young Pioneers in primary schools based on the study of daily practical activities from the perspective of ordinary people's methodology, and carries them out effectively. This study is divided into four parts. First of all, the introduction puts forward the research questions, combs the existing research on the methodology of ordinary people and the activities of young pioneers, defines the core concepts of "ordinary people methodology" and "young pioneers activities", and introduces the purpose and significance of the research and the research applied by the institute. Secondly, this paper summarizes the theoretical basis of this study from three aspects: the theory of ordinary methodology, comparison and applied research, and illustrates the appropriateness of using ordinary methodology to study the activities of young pioneers in primary schools. Thirdly, from the perspective of ordinary methodology, daily practice from the perspective of ordinary methodology. On the basis of the constituent elements of the activity, this paper rethinks the current activities of the Young Pioneers in primary schools. It analyzes the problems existing in the actual activities of the Young Pioneers in primary schools from the aspects of index, scene, expediency, EXPLANABILITY and reflexivity of the ordinary methodology, and analyzes the causes. The content is divorced from the actual life of the players; neglects the space scene of the activity organization; neglects the organizational ceremony, lacks the organizational characteristics; neglects the real connotation of the activity organization symbols; the weakening of the concept of the activity subject. Fourthly, based on the analysis of the existing problems and the influential reasons of the activity of the Young Pioneers in primary schools from the perspective of ordinary methodology, the effective opening-up is carried out. The Young Pioneers'Activities in Exhibition Primary School put forward the idea of returning to children's life to ensure the consistency of indexed expression; creating an organizational space scene to turn class situation into organizational situation; creating a structural scene of ceremony to exert the role of scene persecution; enriching indexed knowledge inventory to lay a foundation for reasonable expedient action; eliminating the negative impact of strong reflexivity, and re-establishing. Countermeasures and suggestions for constructing the explanation.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：D432.51
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