【摘要】：制度建設(shè)是班級(jí)建設(shè)的核心,也是班級(jí)建設(shè)水平的標(biāo)志,是優(yōu)良班集體得以形成并向更高水平發(fā)展的有力保障。探索班級(jí)制度建設(shè)的良好做法和有效途徑是學(xué)校提升管理水平、實(shí)現(xiàn)人才培養(yǎng)使命與和諧發(fā)展任務(wù)需要解決的重點(diǎn)問題。本文選取大連市西崗區(qū)部分中學(xué)對(duì)其班級(jí)管理制度進(jìn)行調(diào)查統(tǒng)計(jì)分析,并結(jié)合對(duì)中學(xué)校長(zhǎng)及教師、學(xué)生的訪談,總結(jié)出目前中學(xué)班級(jí)管理制度的現(xiàn)狀,主要表現(xiàn)為以下幾個(gè)方面:第一,忽略了對(duì)共性制度的把握和解讀,班級(jí)管理制度成為孤立的個(gè)性制度。調(diào)查顯示對(duì)于班級(jí)理制度是否在校規(guī)校紀(jì)的基礎(chǔ)上建立,有18.5%的學(xué)生持肯定態(tài)度,38.6%認(rèn)為班級(jí)有一部分制度與學(xué)校制度相吻合,有21.3%學(xué)生認(rèn)為班級(jí)制度建設(shè)和學(xué)校規(guī)章制度沒什么關(guān)系,有21.6%的學(xué)生不清楚兩者之間的關(guān)系。第二,忽視了學(xué)生成長(zhǎng)的主體意識(shí),教師成為班級(jí)管理制度制定的主體。對(duì)班級(jí)管理制度的形成方式的調(diào)查結(jié)果顯示:36.8%的班級(jí)由班主任自己制定班級(jí)管理制度,有28.4%的班級(jí)是由學(xué)生集體研究制定班級(jí)管理制度的,有34.8%的班級(jí)是在班主任的引導(dǎo)下,經(jīng)學(xué)生和教師共同研究制定的班級(jí)管理制度。第三,忽略了對(duì)德育作用的挖掘和闡釋,班級(jí)管理制度成為冷硬的條例。從調(diào)查結(jié)果顯示,學(xué)生認(rèn)為班級(jí)最主要的班級(jí)管理目標(biāo)依次是提高學(xué)習(xí)成績(jī)48.9%,維持班級(jí)秩序26.7%,培養(yǎng)獨(dú)立自主的能力16.2%,培養(yǎng)良好的道德品質(zhì)8.2%。第四,忽略了對(duì)個(gè)性發(fā)展的尊重與培養(yǎng),班級(jí)管理制度成為量化考核代名詞。調(diào)查顯示,大多數(shù)班級(jí)落實(shí)管理制度的主要方式使每天按項(xiàng)目進(jìn)行加分減分,占比74.3%,有21.5%的班級(jí)是進(jìn)行小組評(píng)定,有4.2%的學(xué)生會(huì)得到老師表揚(yáng)或談心。第五,忽略了評(píng)價(jià)機(jī)制的建構(gòu)與監(jiān)督,班級(jí)管理制度成為一紙空文。調(diào)查結(jié)果顯示,對(duì)于班級(jí)管理制度的落實(shí)情況,有63.4%的班級(jí)是每天按固有項(xiàng)目進(jìn)行加分減分,有12.4%的班級(jí)通過小組評(píng)定落實(shí),有8.9%的班級(jí)通過班干部評(píng)定進(jìn)行總結(jié),也有15.3%的班級(jí)由班主任進(jìn)行評(píng)定。在此基礎(chǔ)上針對(duì)中學(xué)班級(jí)管理制度的實(shí)際,在相關(guān)理論的支撐下提出對(duì)策性建議。對(duì)策具體內(nèi)容包括:第一,貫徹班級(jí)管理制度的指導(dǎo)、監(jiān)督作用;第二,改變落后的班主任班級(jí)管理的觀念;第三,開展系統(tǒng)的班級(jí)管理制度主體培訓(xùn);第四,搭建科學(xué)的班級(jí)管理制度結(jié)構(gòu)框架;第五,建立多元的班級(jí)管理制度評(píng)價(jià)體系。
[Abstract]:System construction is not only the core of class construction, but also the symbol of class construction level. Exploring the good practice and effective way of the class system construction is the key problem that the school should solve to improve the management level, realize the mission of talent training and harmonious development. In this paper, some middle schools in Xigang District of Dalian City are selected to investigate and analyze their class management system, and combined with interviews with principals, teachers and students, the present situation of middle school class management system is summarized. The main manifestations are as follows: first, ignoring the grasp and interpretation of the common system, the class management system has become an isolated individual system. The survey shows that 18.5% of the students have a positive attitude on whether the class management system is established on the basis of school discipline, while 38.6% think that some of the class rules are consistent with the school system. 21.3% of the students thought that there was no relation between the class system construction and the school rules and regulations, while 21.6% students did not know the relationship between the two. Secondly, teachers become the main body of class management system. The results of the investigation on the formation of class management system show that 36.8% of the classes are made by the class teachers themselves, and 28.4% of the classes are made by the students' collective research. 34.8% of the classes were under the guidance of the class teacher, and the class management system was worked out by the students and teachers. Third, ignoring the excavation and interpretation of the role of moral education, the class management system has become a cold and hard regulation. The results of the investigation show that the most important class management objectives of the class are to improve the academic achievement, to maintain the order of the class, to cultivate the ability of independence and independence, and to cultivate the good moral character by 8.2. Fourth, ignoring the respect and cultivation of personality development, class management system has become a synonym for quantitative assessment. The survey shows that the main way of implementing the management system in most classes is to increase and reduce the score by item every day, accounting for 74.3%, 21.5% of the classes are assessed by groups, 4.2% of students are praised or talked about by teachers. Fifth, ignoring the construction and supervision of evaluation mechanism, class management system becomes a dead letter. The results of the survey show that 63.4% of the classes in the implementation of the class management system are assigned points per day according to the inherent items, and 12.4% of the classes are implemented through group assessment. 8.9% of the classes were summed up by class cadres, and 15.3% of classes were assessed by class teachers. On this basis, in view of the reality of the middle school class management system, under the support of relevant theories, the author puts forward some countermeasures. The countermeasures include: first, to carry out the guidance and supervision of the class management system; second, to change the concept of class management of the backward class teacher; third, to carry out systematic training on the subject of the class management system; Fourth, set up the scientific class management system structure frame, fifth, establish the pluralistic class management system appraisal system.
【學(xué)位授予單位】：遼寧師范大學(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)：2298746