邢台市初中问题学生管理现状与对策研究

发布时间：2018-04-24 13:16

本文选题：问题学生 + 初中生　；参考：《河北师范大学》2017年硕士论文

【摘要】：初中是青少年成长过程中的一个关键阶段,教育管理方法和手段的不当,导致问题学生的多样性表现也成为现代初级中学领域较为普遍的教育事相,加上,教师缺乏对问题学生管理的重视,采取放任自流的教育态度,以及缺乏对问题学生心理、思想品德、行为、学习特征全面系统的了解,不合理的教育管理策略也成为问题学生的形成根源。因此,通过文献资料、个别访谈、课堂观察、问卷调查、数据统计和个案研究的方法,以邢台市初中问题学生管理为研究对象,在全面系统调查了解问题学生表现特征,以及教育管理现状的基础上,提出问题学生的转化对策。主要得出如下研究结论:(1)邢台市初中多数问题学生的心理问题和个体行为问题不严重,其中,性格暴躁心理、违规违纪、心烦意乱、情绪波动大、性格孤僻方面的问题突出,忧郁、遇事回避、经常紧张心理一般,自卑、自杀倾向、网络成瘾、妒忌、害羞心理不严重。(2)邢台市初中问题学生的思想品德素质和学习问题比较严重,特别是在偏科、厌学、没有明确学习目标、迟到、早退、旷课、上课注意力不集中、学习态度不端正、不会合理安排学习、不服从管理、缺乏正义感、不愿帮助他人、缺少感恩、不关心集体利益方面的问题突出。(3)邢台市初中教师忽视对问题学生的妒忌、害羞、经常紧张心理的教育管理,试图通过说服教育法来解决自卑、忧郁、心烦意乱、自杀倾向的心理异化问题,难以从根本上把握学生的心理问题,对于问题学生情绪波动大、遇事回避、性格暴躁、网络成瘾的心理问题过多的批判处分反而会激发学生的对抗情绪,导致学生缺乏对教师的信任。(4)邢台市初级中学教师不注重对问题学生缺乏正义感、不愿帮助他人、缺少感恩、自私自利、不愿虚心请教、不会合理安排学习方面的教育管理;教师对于问题学生的行为问题管理主要采用批评处分和回家反省两种手段。(5)情感教育策略和活动矫正策略能够帮助问题学生孤僻的性格明显得到改善,提高课堂参与的积极性,增强问题学生自信。初中问题学生的教育转化对策可以从情感教育中构建和谐师生关系及班级文化,智育教育中考虑问题学生实际,道德教育依托现实又超越现实,审美教育中渗透追寻生命本体的意义几个方面展开。
[Abstract]:Junior middle school is a key stage in the process of young people's growth. The improper educational management methods and means have led to the diversity of the problem students becoming a common educational issue in the field of modern junior high schools. Teachers lack of attention to the management of problem students, adopt a laissez-faire educational attitude, and lack a comprehensive and systematic understanding of the psychological, moral, behavioral and learning characteristics of the students. Unreasonable educational management strategy has also become the root of problem students. Therefore, through the methods of literature, individual interview, classroom observation, questionnaire survey, data statistics and case study, taking the problem student management of Xingtai junior middle school as the research object, the author investigates the performance characteristics of the problem students in a comprehensive and systematic way. On the basis of the current situation of education management, the paper puts forward the transformation countermeasures of the problem students. The main conclusions are as follows: (1) the psychological problems and individual behavior problems of most of the problem students in Xingtai junior high school are not serious. Among them, the problems in the aspects of personality irritability, violation of discipline, upset, emotional fluctuation and aloof personality are prominent. Depression, avoidance, constant nervousness, inferiority complex, suicidal tendency, Internet addiction, jealousy, shyness) Xingtai junior high school students' ideological and moral quality and learning problems are relatively serious, especially in partial discipline and school weariness. No clear learning goals, late, early withdrawal, absenteeism, class attention is not focused, learning attitude is not correct, will not reasonable arrangements for learning, do not accept from management, lack of sense of justice, unwilling to help others, lack of gratitude, Xingtai junior middle school teachers neglect the educational management of jealousy, shyness, and often nervous psychology of the problem students, and try to solve the inferiority complex, depression and anxiety by persuading the education law. The problem of psychological alienation of suicidal tendency makes it difficult to grasp the psychological problems of students fundamentally. Too much critical punishment of psychological problems of Internet addiction will stimulate students' antagonistic emotions, resulting in students' lack of trust in teachers.) Xingtai junior middle school teachers do not pay attention to the problem students lack sense of justice, do not want to help others, lack of gratitude. Selfish, unwilling to ask modestly, will not reasonably arrange the education management of learning; Teachers' behavior problem management of problem students mainly adopts critical punishment and home reflection. 5) emotional education strategy and activity correction strategy can help the problem students to obviously improve their isolated character and improve their enthusiasm for classroom participation. Strengthen the confidence of problem students. The educational transformation countermeasures of junior middle school problem students can construct harmonious teacher-student relationship and class culture from emotional education, consider problem students' reality in intellectual education, and moral education depends on reality and transcends reality. Aesthetic education permeates the pursuit of life Noumenon in several aspects of the significance.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G637

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