本文選題：中學(xué)生 + 班規(guī)制定�。� 參考：《西南大學(xué)》2015年碩士論文

【摘要】：為了了解中學(xué)生參與班規(guī)制定的現(xiàn)狀,在采用文獻(xiàn)法對(duì)前期相關(guān)資料整理、分析的基礎(chǔ)上,本文采用了調(diào)查法,對(duì)河南、重慶兩地4所中學(xué)的部分教師進(jìn)行訪談,同時(shí),還在這些學(xué)校里對(duì)學(xué)生發(fā)放了調(diào)查問(wèn)卷。通過(guò)對(duì)教師的訪談發(fā)現(xiàn),班規(guī)一般都是由班主任自己制定的,且有的班級(jí)的班規(guī)是多年不變的。另外,通過(guò)對(duì)學(xué)生調(diào)查問(wèn)卷的統(tǒng)計(jì)分析發(fā)現(xiàn),現(xiàn)階段,大部分的學(xué)生對(duì)自己的班規(guī)并不滿意,認(rèn)為這些班規(guī)過(guò)于嚴(yán)苛,具有不合理性。目前學(xué)生參與班規(guī)的制定面臨著參與機(jī)會(huì)不均等、參與制定不規(guī)范、參與班規(guī)制定的范圍不明確等困境,通過(guò)對(duì)這些困境的深度分析,發(fā)現(xiàn)了造成這些困境的原因,進(jìn)而提出了優(yōu)化中學(xué)生參與班規(guī)制定的建議。本文總共有五個(gè)部分：導(dǎo)論部分主要對(duì)本研究的選題緣由,研究意義、概念界定、文獻(xiàn)綜述、研究思路和研究方法進(jìn)行了陳述；第一部分對(duì)中學(xué)生參與班規(guī)制定的理論基礎(chǔ)和價(jià)值支撐展開(kāi)的論述,其中理論支撐包括主體教育理論和公民教育理論。這兩個(gè)教育理論都對(duì)中學(xué)生參與班規(guī)制定制定的必要性進(jìn)行了肯定。主體教育理論認(rèn)為學(xué)生是教育的主體,要讓學(xué)生參與到教育過(guò)程中,成為主動(dòng)者；公民教育理論則從學(xué)生的未來(lái)生活從發(fā),提出要想學(xué)生將來(lái)能更好的進(jìn)入社會(huì)、適應(yīng)社會(huì),在現(xiàn)在的教育中,就應(yīng)該向?qū)W生灌輸這種公民意識(shí)。而讓中學(xué)生參與班規(guī)的制定,完全符合這兩個(gè)教育理論的要求。與此同時(shí),中學(xué)生參與班規(guī)的制定也具有其價(jià)值支撐,主要要三個(gè)方面：一是有利于充分發(fā)揮學(xué)生在班級(jí)管理中的作用；二是有利于班規(guī)管理的民主化、平等化；三是有利于學(xué)生未來(lái)的發(fā)展。第二部分通過(guò)對(duì)調(diào)查資料的整理分析發(fā)現(xiàn)了目前中學(xué)生參與班規(guī)制定的現(xiàn)狀,并從中分析出了中學(xué)生參與班規(guī)的制定存在的主要問(wèn)題。從目前的情況來(lái)說(shuō),大部分的教師和學(xué)生都認(rèn)識(shí)到了班規(guī)在班級(jí)管理中的作用,認(rèn)為班規(guī)在班級(jí)管理中是不可缺少的,但是讓學(xué)生參與到班規(guī)制定中還是存在著很多的問(wèn)題。這些問(wèn)題主要表現(xiàn)在：參與班規(guī)制定的機(jī)會(huì)不均等；參與班規(guī)制定的制度不完善；參與制定班規(guī)的范圍不明確。第三部分是在對(duì)第二部分的理性思考上分析出了中學(xué)生參與班規(guī)制定問(wèn)題的原因,包括對(duì)教育期望值得偏差、部分教師教育思想的固化、師生之間的互動(dòng)不足以及部分學(xué)生對(duì)班規(guī)認(rèn)識(shí)的不完善；第四部分從轉(zhuǎn)變教師思想、科學(xué)引導(dǎo)學(xué)生和教育學(xué)生科學(xué)認(rèn)識(shí)班規(guī)兩個(gè)大方面具體提出了六條優(yōu)化中學(xué)生參與班規(guī)制定的建議。
[Abstract]:In order to understand the current situation of middle school students' participation in class planning, based on the analysis and analysis of the relevant materials in the early stage, this paper uses the method of investigation to interview some teachers in four middle schools in Henan and Chongqing, and at the same time, Questionnaires were also distributed to students in these schools. Through the interview with the teachers, it is found that the class rules are generally made by the class teachers themselves, and some classes are not changed for many years. In addition, through the statistical analysis of the questionnaire, it is found that most of the students are not satisfied with their class rules at the present stage, and think that these class rules are too strict and unreasonable. At present, students are faced with the difficulties of unequal participation opportunities, irregular participation in making class rules, unclear scope of participation in class planning, and so on. Through the in-depth analysis of these difficulties, we find out the causes of these difficulties. Furthermore, the paper puts forward some suggestions on how to optimize the participation of middle school students in class planning. There are five parts in this paper: the introduction mainly describes the reason, significance, concept definition, literature review, research ideas and research methods of this study; The first part discusses the theoretical basis and value support of middle school students' participation in class planning, which includes the theory of subject education and the theory of civic education. These two educational theories both affirm the necessity for middle school students to participate in class planning. The theory of subject education holds that students are the main body of education, they should be allowed to participate in the process of education and become the initiators; the theory of civic education, on the other hand, from the perspective of students' future life, proposes that students should be able to better enter society and adapt to society in the future. In today's education, students should be instilled in this sense of citizenship. And let middle school students participate in the formulation of class rules, fully in line with the requirements of these two educational theories. At the same time, the participation of middle school students in the formulation of class rules also has its value support, mainly in three aspects: one is conducive to giving full play to the role of students in class management, the other is conducive to the democratization and equality of class management; The third is conducive to the future development of students. In the second part, the author finds out the current situation of middle school students' participation in making class rules through the analysis of investigation data, and analyzes the main problems of middle school students' participation in making class rules. From the current situation, most teachers and students have realized the role of class rules in class management, and think that class rules are indispensable in class management, but there are still many problems for students to participate in class planning. These problems are mainly manifested in: unequal opportunities to participate in class planning, imperfect system of participation in class planning, and unclear scope of participation in making class rules. The third part is the rational thinking of the second part of the analysis of the middle school students to participate in class planning problems, including the deviation of the expected value of education, some of the solidification of teachers' educational ideas. The interaction between teachers and students is insufficient and some students' understanding of class rules is not perfect. This paper puts forward six suggestions on how to optimize students' participation in class planning from two major aspects: guiding students scientifically and educating students to understand class planning.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G635.1

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本文編號(hào)：1891670