本文選題：班級管理　切入點：考研培訓機構　出處：《青海師范大學》2017年碩士論文　論文類型：學位論文

【摘要】：隨著教育體系的不斷發(fā)展和完善,接受高等教育的學生人數(shù)逐年增多,尤其是在研究生教育中,學生人數(shù)明顯上升。相關資料顯示:截止到2015年我國研究生報名人數(shù)已經(jīng)達177萬,研究生人數(shù)同比增長超過10%。在這背景下考研培訓機構數(shù)量驟增,其考研培訓班級規(guī)模也相繼擴大。我國早期的考研培訓機構,注重學生發(fā)展,關注學生成長目標,能結合學生狀況個性化需求形成了完整的考研培訓體系。在初期考研培訓過程中主要以大班教學為主,即學生通過視頻聽課、學習,開展自主管理,班級管理成效并不顯著。隨著班級管理需求的不斷深入,B考研培訓機構開始對班級管理模式進行反思,在大班教學基礎上構建小班教學模式,依照小班教學需求設置班級管理內容,由班主任、培訓教師和學生共同完成班級管理建設,其管理工作得到明顯改善。本文將理論與實際結合,通過文獻法整理分析相關文獻資料,對考研培訓機構班級管理理論進行分析,確定基礎研究框架;通過問卷調查法和訪談交流法對B考研培訓機構班級管理現(xiàn)狀進行分析,借助典型案例深入挖掘考研培訓機構班級管理的注意事項。本研究以廣州B考研培訓機構7個考研培訓班級為例,對36名教師和326名學生進行調查,將上述調查結果與文獻資料對比。在研究過程中筆者發(fā)現(xiàn)B考研培訓機構班級管理過程中存在以下問題:第一,缺乏民主管理體系,管理工作主要由班主任展開,學生參與率較低;第二,管理權責不明確,管理內容沒有細致劃分,學生不了解自身的管理責任;第三,管理方式過于單一,主要通過管理制度進行行為約束,缺乏自主性、民主性;第四,管理過程存在漏洞,依照成績開展班級管理,缺乏完整評價指標。產(chǎn)生問題的原因有:B考研培訓機構缺乏長效管理機制,在管理工作中通過硬性指標對學生進行約束,挫傷了學生主觀能動性;教師管理素質低下,缺乏正確的班級管理認識和相關班級管理經(jīng)驗,班級管理不到位;缺乏班級管理的文化環(huán)境、校園環(huán)境等,在管理過程中并未注重氛圍建設,影響了學生參與度。針對上述原因提出以下策略:充分考慮考研培訓機構班級管理的特殊性,結合時代需求設定班級管理方向;從人性化管理、高效化管理等原則出發(fā),規(guī)范各項管理工作;依照管理內容,構建班級管理制度、班級管理組織架構、班級管理模式、信息交互體系,形成科學管理體系;做好知識培訓、能力培訓和經(jīng)驗傳輸,提升管理人員素質;在上述基礎上對班級管理進行優(yōu)化,將定性評價和定量評價結合,實施量化考核評價。
[Abstract]:With the continuous development and improvement of the educational system, the number of students receiving higher education is increasing year by year, especially in the postgraduate education. As of 2015, the number of graduate students in our country has reached 1.77 million, and the number of graduate students has increased by more than 10 percent year on year. In this context, the number of postgraduate training institutions has increased sharply. The size of its postgraduate training classes has also expanded one after another. The early graduate school training institutions in China paid attention to the development of students and their growth goals. Can combine the individual needs of students to form a complete postgraduate training system. In the initial training process, the main class teaching, that is, students through video classes, learning, self-management, The effect of class management is not remarkable. With the increasing demand of class management, the training institutions begin to reflect on the model of class management, and construct the teaching model of small class on the basis of large class teaching. According to the teaching demand of small class, the content of class management should be set up, and class teachers, training teachers and students should complete the construction of class management together, and its management work will be improved obviously. Through literature analysis and analysis of the relevant literature, the author analyzes the theory of class management in postgraduate training institutions, determines the framework of basic research, and analyzes the present situation of class management in B postgraduate training institutions through questionnaire survey and interview exchange. In this study, 36 teachers and 326 students were investigated with 7 postgraduate training classes in Guangzhou B graduate school as an example. In the course of the study, the author found that there are some problems in the class management of B graduate school: first, there is a lack of democratic management system, and the management work is mainly carried out by the head teacher. The participation rate of students is low; second, the management rights and responsibilities are not clear, the management content is not carefully divided, the students do not understand their own management responsibility; third, the management method is too single, mainly through the management system for behavior constraints, lack of autonomy, Democracy; 4th, there are loopholes in the management process, class management is carried out according to achievements, and there is a lack of complete evaluation indicators. The causes of the problems are the lack of a long-term effective management mechanism in the: B graduate school training institution. In the management work, the students are restrained by hard indicators, and the subjective initiative of the students is contented, the quality of teachers' management is low, the correct understanding of class management and relevant class management experience is lacking, and the class management is not in place. Lack of cultural environment of class management, campus environment and so on, did not pay attention to the atmosphere construction in the management process, affected the student participation degree. In view of the above reasons, the following strategies are put forward: fully consider the particularity of the class management of the graduate school training institution, In accordance with the needs of the times, set the direction of class management; from the principles of humanization management and high efficiency management, standardize the management work; according to the management content, build the class management system, class management organizational structure, class management model, Information exchange system, form a scientific management system; do a good job of knowledge training, ability training and experience transmission, improve the quality of managers; on the basis of the above optimization of class management, the combination of qualitative and quantitative evaluation, Carry out quantitative evaluation.
【學位授予單位】：青海師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G643

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