非正式群体在初中班级管理中的作用研究

发布时间：2018-12-08 14:16

【摘要】：初中班级组织是由不同个体组成的群体,在结构上存在正式群体和非正式群体。班级中的正式群体和非正式群体是同时存在、同时发生作用、交互影响的。因此,在进行初中班级管理时,在重视班委会、团支部等正式群体作用的同时也应该关注和重视班级中的非正式群体的作用,以减少班级管理上的失误和偏差,进而提升班级管理工作的实效性。因此,研究非正式群体在初中班级管理中的作用问题具有重要的意义。但是,需要注意的是非正式群体在初中班级管理中所起的作用只是辅助作用,而不是主导作用,对初中班级管理起主导作用的任然是班级、班委会、团支部等正式群体。此外,由于初中生的需求具有多样性,加之班级中的正式群体和非正式群体之间存在复合或交叉现象,班级中会存在众多不同类型的非正式群体,还有可能存在跨班级跨校际的非正式群体,因此,本研究主要研究同一个班级中的玩乐型、情感型、求知型、功利型和逆反型等非正式群体在初中班级管理中的作用,对于跨班级跨校际的非正式群体不做研究。因此,本研究以人际关系理论和马斯洛需要层次理论为基础,主要从初中班级管理的角度出发,站在班主任的立场上,探讨班级中非正式群体在初中班级管理中的作用问题。以江西省广昌县B中学的初中二年级(即8年级)的328名学生为研究对象,通过问卷调查和访谈的形式了解和掌握当前B中学初二年级班级中非正式群体在初中班级管理中作用的状况。本研究概括出非正式群体在初中班级管理中的积极作用主要表现为:有助于协助班级管理工作的有序开展;对班级活动管理起辅助作用;有助于班级管理者矫正班级管理措施;消极作用主要表现为:容易引起班级组织内部的不团结;非正式群体经常性的活动会影响班级良好班风和学风的形成;消极型非正式群体成员的行为会影响班级秩序的稳定。并归纳出了非正式群体在初中班级管理中产生消极作用的原因,最后提出了在初中班级管理中引导非正式群体发挥积极作用的建议,以期为初中班级管理者进行班级管理提供一定的借鉴和启示,以便更好地管理班级,促进良好班集体的形成。
[Abstract]:Junior middle school class organization is composed of different individuals, there are formal and informal groups in the structure. The formal and informal groups in the class exist at the same time and interact with each other. Therefore, in the junior middle school class management, while paying attention to the class committee, League branch and other formal group role, we should also pay attention to the role of the informal group in the class, in order to reduce the class management errors and deviations. And then improve the effectiveness of class management. Therefore, it is of great significance to study the role of informal groups in junior middle school class management. However, what we should pay attention to is that the function of informal group in junior middle school class management is only auxiliary function, not leading role, and it is the class, class committee, League branch and other formal groups that still play a leading role in junior middle school class management. In addition, due to the diversity of junior high school students' needs and the complex or intersecting phenomenon between the formal and informal groups in the class, there are many different types of informal groups in the class. There may also be informal groups across classes and schools. Therefore, this study focuses on the role of informal groups in junior middle school class management, such as playful, emotional, intellectual, utilitarian and counterproductive. There is no research on informal groups across classes and schools. Therefore, on the basis of interpersonal relationship theory and Maslow's hierarchy of needs theory, this study mainly discusses the role of informal groups in junior middle school class management from the perspective of junior middle school class management and from the position of class teacher. Taking 328 students in Grade 2 (Grade 8) of Junior Middle School in Guangchang County, Jiangxi Province, as the research object, Through questionnaires and interviews to understand and grasp the current status of the role of informal groups in the second grade of grade B middle school in junior middle school class management. This study summarizes the positive role of informal groups in junior middle school class management, mainly as follows: help to assist in the orderly development of class management, play an auxiliary role in the management of class activities, help class managers to correct the measures of class management; The negative effects are as follows: it is easy to cause disunity within the class organization; regular activities of informal groups will affect the formation of good class style and style of study; the behavior of members of negative informal groups will affect the stability of class order. The reasons why informal groups play a negative role in junior middle school class management are summarized. Finally, suggestions are put forward to guide informal groups to play an active role in junior middle school class management. In order to provide a certain reference and inspiration for middle school class managers to better manage the class and promote the formation of a good class collective.
【学位授予单位】：广西师范学院
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G635.1

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