【摘要】：近年來(lái),我國(guó)基礎(chǔ)教育事業(yè)取得長(zhǎng)足的進(jìn)步,作為學(xué)校管理的基本要素和單位,班級(jí)管理的重要性不言而喻。作為班級(jí)管理的最重要兩支力量,班主任與科任老師關(guān)系協(xié)調(diào)的好壞,直接影響到班級(jí)建設(shè)。但是結(jié)合實(shí)際,出于收入差異過(guò)大、責(zé)權(quán)意識(shí)不明、教育觀念的差異等多種因素,高中班主任與科任教師在班級(jí)教育教學(xué)管理中還存在著諸多的矛盾與沖突。本文主要采用文獻(xiàn)法、案例法、問(wèn)卷調(diào)查法、訪談法等研究方法,分成四章進(jìn)行了相關(guān)研究。第一章是緒論部分,通過(guò)文獻(xiàn)了解國(guó)內(nèi)外關(guān)于高中班主任與科任教師沖突與合作的研究現(xiàn)狀,弄清楚研究目的與研究可行性,有利于把握文章的進(jìn)展與創(chuàng)新。第二章分別對(duì)部分高中班主任和科任教師進(jìn)行問(wèn)卷調(diào)查,通過(guò)問(wèn)卷發(fā)現(xiàn)班主任與科任教師之間沖突的具體表現(xiàn)和雙方的合作現(xiàn)狀,了解雙方的心理,為接下來(lái)的訪談打下基礎(chǔ)。通過(guò)訪談挖掘造成雙方?jīng)_突的根本原因,為創(chuàng)造雙方的合作空間、改進(jìn)合作途徑提供科學(xué)依據(jù)。第三章主要結(jié)合了問(wèn)卷調(diào)查表和訪談?dòng)涗涍M(jìn)行了造成高中班主任與科任教師沖突的原因分析,發(fā)現(xiàn)導(dǎo)致雙方?jīng)_突的原因既有班主任和科任教師層面的,也有學(xué)校政策層面上的。第四章基于高中班主任與科任教師沖突的成因分析,結(jié)合教育教學(xué)實(shí)際,探索加強(qiáng)高中班主任與科任教師的合作途徑,特別為高中學(xué)校從管理體制和政策實(shí)施等方面減少雙方?jīng)_突幾率、提升合作空間提出了切實(shí)可行的建議。如:探索“S”型科任教師選聘模式,為班主任與科任教師的信任和理解搭建橋梁;推行“捆綁式”過(guò)程性獎(jiǎng)勵(lì)和高考獎(jiǎng)勵(lì),促進(jìn)班主任和科任教師“抱團(tuán)”;著力“師徒結(jié)對(duì)”,幫助青年教師盡快成長(zhǎng),降低矛盾概率;定期召開(kāi)班科會(huì),明確班級(jí)工作重心和責(zé)權(quán)意識(shí);強(qiáng)力推進(jìn)“家校合作”機(jī)制等。因此,通過(guò)對(duì)本課題的研究,可以強(qiáng)化班主任在班級(jí)管理中的中心地位、激發(fā)科任教師更多更好地參與班級(jí)管理的積極性、從而創(chuàng)造良好的育人環(huán)境,提高學(xué)校教育教學(xué)管理效益,為學(xué)生的健康成長(zhǎng)和全面發(fā)展奠定堅(jiān)實(shí)基礎(chǔ)。
[Abstract]:In recent years, China's basic education has made great progress. As a basic element and unit of school management, the importance of class management is self-evident. As the two most important forces in class management, the coordination between class teachers and teachers directly affects class construction. But in combination with reality, there are still many contradictions and conflicts in the management of class education between high school class teachers and science teachers due to many factors, such as too big income difference, unclear sense of responsibility and right, difference of educational concept and so on. This paper mainly uses literature, case, questionnaire, interview and other research methods, divided into four chapters. The first chapter is the introduction part, through the literature to understand the domestic and foreign research on the conflict and cooperation between senior high school teachers and teachers, to find out the purpose and feasibility of the research, is conducive to grasp the progress and innovation of the article. In the second chapter, some senior high school teachers and teachers are investigated by questionnaire, through which we find out the concrete manifestation of the conflict and the current situation of cooperation between the two teachers, understand the psychology of both sides, and lay the foundation for the next interview. Through interviews, the author explores the root causes of the conflict between the two sides, and provides the scientific basis for creating the space for cooperation and improving the ways of cooperation between the two sides. The third chapter mainly combines the questionnaire and interview records to analyze the causes of the conflict between the senior high school teachers and the teachers, and finds that the causes of the conflict are not only the teachers in charge of the class and the teachers, but also the school policies. The fourth chapter is based on the analysis of the causes of the conflict between the high school class teacher and the science teacher, combined with the reality of education and teaching, and explores the ways to strengthen the cooperation between the high school class teacher and the science teacher. In particular, some practical suggestions are put forward for senior high school to reduce the probability of conflict and enhance the space of cooperation from the aspects of management system and policy implementation. For example, to explore the mode of selecting and employing "S" type teachers, to build a bridge for the trust and understanding between the teachers in charge of the class and the teachers, to carry out the "bundled" process rewards and the awards of the college entrance examination, and to promote the teachers in charge of the class and the teachers of science departments to "join the group". It aims to help young teachers grow up as soon as possible, reduce the probability of contradiction, hold regular class meetings, clarify the focus of class work and the consciousness of responsibility and right, and vigorously promote the mechanism of "home-school cooperation". Therefore, through the research on this subject, we can strengthen the central position of the class teacher in the class management, stimulate the enthusiasm of the science teachers to participate in the class management more and better, and create a good educational environment. Improve the efficiency of school education and teaching management, lay a solid foundation for the healthy growth and overall development of students.
【學(xué)位授予單位】：四川師范大學(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)：2421682