【摘要】：隨著社會向前發(fā)展,經(jīng)濟(jì)狀況日漸好轉(zhuǎn),貧富差距卻愈益明顯,導(dǎo)致處于社會不利地位的群體也越來越大。這種經(jīng)濟(jì)層面的不利通過資本的轉(zhuǎn)換——傳遞,進(jìn)一步固化,甚至強(qiáng)化了他們的不利地位,使得他們不僅在經(jīng)濟(jì)層面,也在文化層面表現(xiàn)得也并不盡如人意。文化層面的不利地位也投射到學(xué)校之中,使得這個群體的子女在學(xué)校場域中同樣處于不利處境,我們稱之為“較不利者”。這部分學(xué)生在學(xué)校中遭受著不公平的待遇——處于班級的邊緣、常常被老師忽視。因此,我們提出在班級管理中關(guān)注較不利者,關(guān)注他們的生存狀態(tài),剖析現(xiàn)象背后的原因,以提出針對性措施,改善他們的處境。本文將研究問題聚焦于班級中的較不利者,通過問卷調(diào)查選取武漢市一所中學(xué)里七年級的幾個學(xué)生為個案,運(yùn)用觀察法、訪談法等方法進(jìn)行個案研究。通過對個案在學(xué)校中發(fā)展軌跡的揭示,展露出其代表的較不利群體的不公正處境,進(jìn)而期望社會、學(xué)校、教師關(guān)注處境不利的學(xué)生,改善他們的現(xiàn)狀,促進(jìn)教育公平。本文主要分為五個部分：第一部分,包括兩個方面：一方面,介紹了選題的背景、意義和已有的研究成果,并對其進(jìn)行了述評。另一方面,對核心概念進(jìn)行了界定及辨析,并闡述了研究思路和方法。第二部分,明晰在教育實(shí)踐中關(guān)注較不利者的重要性,進(jìn)而闡明了本研究的價值所在。第三部分,通過對個案的研究,揭示了班級中較不利者的現(xiàn)狀——教室中的邊緣者、制度上的劣勢者、應(yīng)得的教育資源和權(quán)利的缺失者。第四部分,從家庭和學(xué)校兩個方面剖析較不利者產(chǎn)生的根源。家庭方面：父母受教育程度低、對子女教育不重視、家庭教育中父母缺位等；學(xué)校方面：教育體制失衡、教育方式落后、評價考核體系僵化等。第五部分,在前面研究的基礎(chǔ)上,提出針對性的改善策略。本研究認(rèn)為可以從六個方面進(jìn)行著手：一是加強(qiáng)家校合作；二是建立對班主任的科學(xué)考核體系；三是實(shí)施關(guān)涉型班級管理；四是改進(jìn)對學(xué)生的教育評價模式；五是平衡師生互動,保持教師話語公正；六是尊重學(xué)生需要,堅(jiān)守承認(rèn)正義。
[Abstract]:With the development of society, the economic situation is getting better, but the gap between the rich and the poor is becoming more and more obvious. This economic disadvantage is further solidified and even strengthened by the transfer of capital, making it not only economically but also culturally unsatisfactory. The cultural disadvantage is also projected into the school, which makes the children of this group equally disadvantaged in the school field, which we call "the less advantaged". This group of students are treated unfairly at school-on the margins of the class and often ignored by teachers. Therefore, we propose to pay attention to the disadvantaged, pay attention to their living conditions and analyze the reasons behind the phenomenon in class management, in order to put forward targeted measures to improve their situation. This paper focuses on the unfavorable students in the class, and selects several students of Grade 7 in a middle school in Wuhan City as a case study by means of observation, interview and other methods. By revealing the development track of the case in the school, the unfair situation of the disadvantaged group represented by the case is revealed, and the society, the school and the teacher are expected to pay attention to the disadvantaged students, improve their present situation and promote the educational fairness. This paper is divided into five parts: the first part includes two aspects: on the one hand, it introduces the background, significance and existing research results of the topic, and reviews it. On the other hand, the core concepts are defined and analyzed, and the research ideas and methods are expounded. In the second part, the author clarifies the importance of paying attention to the unfavorable in the educational practice, and then clarifies the value of this study. The third part, through the case study, reveals the present situation of the more disadvantageous in the class-the marginal person in the classroom, the inferior person in the system, the lack of the education resource and the right that deserves. The fourth part, from the family and the school two aspects analyzes the disadvantageous person to produce the root cause. On the family side, parents have low level of education, pay little attention to the education of their children, lack of parents in family education, and so on; in school, the educational system is out of balance, the educational way is backward, the evaluation and examination system is rigid, and so on. The fifth part, on the basis of the previous research, puts forward targeted improvement strategies. This study holds that we can proceed from six aspects: first, strengthen cooperation between home and school; second, establish a scientific assessment system for class teachers; third, carry out the class management of related type; fourth, improve the educational evaluation model for students; The fifth is to balance the interaction between teachers and students and to keep the teacher's discourse fair, and the sixth is to respect the needs of students and uphold the recognition of justice.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G635.1

【相似文獻(xiàn)】

相關(guān)期刊論文 前10條

1 威石;功利[J];現(xiàn)代交際;2002年10期

2 周登科;對中國新一代食利者階層的初步分析[J];西北民族學(xué)院學(xué)報(哲學(xué)社會科學(xué)版.漢文);1994年01期

3 陸發(fā)祥;;去釣魚的有沒有?[J];釣魚;2011年07期

4 楊永華;論股份經(jīng)濟(jì)發(fā)展過程中出現(xiàn)的食利者[J];中州學(xué)刊;1995年01期

5 子曰;;別冷落失利者[J];體育博覽;1996年08期

6 尹鴻偉;;誰是征地拆遷的獲利者[J];中國社會導(dǎo)刊;2007年09期

7 戚靜云;;要重視解題速度[J];中學(xué)教研;1993年05期

8 張奕;;中職教育的“一堂好課”之我見[J];現(xiàn)代教育科學(xué)(中學(xué)教師);2013年06期

9 Christopher Clarey;阿諾;;勝者寥寥敗者眾，不以失敗論英雄[J];新東方英語(中學(xué)版);2008年11期

10 李向明;詹玉梅;;政府保護(hù)下的分利模型[J];呼倫貝爾學(xué)院學(xué)報;2008年01期

相關(guān)會議論文 前1條

1 武建奇;;用心血做學(xué)問 以生命寫文章——我的學(xué)術(shù)、學(xué)者觀[A];全國高等財經(jīng)院�！顿Y本論》研究會2010年學(xué)術(shù)年第27屆學(xué)術(shù)年會論文集[C];2010年

相關(guān)重要報紙文章 前10條

1 記者 熊孝平;嚴(yán)查深究與民爭利者[N];鄂州日報;2014年

2 本報評論員 孫明;創(chuàng)業(yè)者蛻變食利者之哀[N];中國城鄉(xiāng)金融報;2008年

3 潘啟雯;勢利如同無處不在的細(xì)菌[N];北京日報;2009年

4 廈門大學(xué)教授 胡培兆;熱追快利者,戒[N];人民日報;2012年

5 馮海寧;誰是房價上漲最大獲利者？[N];第一財經(jīng)日報;2007年

6 林純潔;“救房”法案：誰得益？誰受損？[N];中國高新技術(shù)產(chǎn)業(yè)導(dǎo)報;2008年

7 應(yīng)健中;食利者收益大縮水[N];中國證券報;2008年

8 郭文婧 (河南·漯河);銀行暴利的N個憂慮[N];人民代表報;2012年

9 張世彤;鎳價沖高回落 獲利者宜出局[N];中國有色金屬報;2003年

10 林純潔;次級債危機(jī)的得利者[N];第一財經(jīng)日報;2007年

相關(guān)碩士學(xué)位論文 前2條

1 孫永敏;班級管理中關(guān)注較不利者的對策研究[D];華中師范大學(xué);2015年

2 王宏疆;為“最不利者”吶喊[D];廣西師范大學(xué);2008年

，

本文編號：2331571