本文選題：大學生 + 自主管理　； 參考：《青海師范大學》2017年碩士論文

【摘要】：高校管理工作中應樹立人才培養(yǎng)的中心地位,大力培養(yǎng)品德良好、知識豐富、能力較高的高素質(zhì)專業(yè)人才與創(chuàng)新人才。大學本身是社會大系統(tǒng)中的一個子系統(tǒng),它與社會這個大系統(tǒng)及其他子系統(tǒng)之間存在著相互影響與相互制約的必然聯(lián)系,高校管理應保持理性的態(tài)度不能簡單移植或者照搬西方管理經(jīng)驗,大學的管理應根據(jù)當前社會環(huán)境情況結合學校的教學環(huán)境與師資力量管理。中國大學組織體系中,教師與學生之間早已形成“管理”與“被管理”范式。推進學生由“被動治理”到“主動治理”是班級管理的目標。國家教育發(fā)展綱要要求大學生應具有自我負責的意識,并帶著批判精神風格去學習與生活。班級管理主體是學生,學生是一個個體,組成這些個體的單位是班級,大學管理的重中之重是班級管理。班級自主管理有利于豐富教育學相關的管理理論,同時也符合當前的社會形式與國際要求。本研究是對14級小教A班個案研究,研發(fā)方法主要運用文獻分析法、問卷調(diào)查法、個別訪談法等對班級自主管理情況進行研究。研究內(nèi)容主要從學生的生活自主管理與學習的自主管理情況進行研究。研究結果發(fā)現(xiàn):第一、評價內(nèi)容應多樣性,而班級自主管理存在班主任評價標準主要通過學科量化的成績來評價學生;第二、目標管理應有始有終,而班級調(diào)查發(fā)現(xiàn)班級中只存在預設目標階段而沒有完整的目標設置,以及包括學生反映目標管理中班主任缺失,最后對目標的自主管理總結與評價缺失;第三、班級自主管理中學生參與度不高,班級沿用學校規(guī)章制度,學生沒有參與到班級生活管理中去;第四、學生全面性發(fā)展需要全面學習,調(diào)查發(fā)現(xiàn)只重視學科成績,導致學科外的學習情況不理想。研究分析:根據(jù)研究發(fā)現(xiàn)的問題結合研究資料從社會、學校、班主任、學生四個方面分析。社會因素:應試教育大環(huán)境導致評價以單一學科成績評價學生,整個社會教育觀影響下家長對教育投入導致學生自動參與管理度不高。學校因素:學校管理理念沒有及時更新,未對各自班級自主管有嚴格要求導致班級學生自主管理參與度不高。班主任因素:班主任的管理理論未及時更新導致學生班級參與度不高,班主任自身素養(yǎng)提升意識不強導致只注重學科成績,忽視全面發(fā)展。學生因素:學生自我管理意識淡薄導致目標管理只停留在預設目標階段,學生個體差異性導致目標管理實現(xiàn)難。研究對策:根據(jù)多元智能理論對評價內(nèi)容單一提出解決方法;根據(jù)目標管理理論對目標只停留在預設目標階段以及班級學生參與度不高給出解決方案;根據(jù)組織文化理論對只注重學科成績給出解決方案。
[Abstract]:In the management work of colleges and universities, we should set up the central position of talent training, and vigorously cultivate high-quality professional talents and innovative talents with good moral character, rich knowledge and high ability. The university itself is a subsystem of the large social system, and there is an inevitable relationship between it and this large social system and other subsystems which influence and restrict each other. The management of colleges and universities should not simply transplant or copy the western management experience, and the management of universities should be combined with the teaching environment and the management of teachers according to the current social environment. In the organizational system of Chinese universities, the paradigm of "management" and "managed" has been formed between teachers and students. Promoting students from passive governance to active governance is the goal of class management. The national education development program requires college students to have a sense of self-responsibility and to study and live with a critical spiritual style. The main body of class management is the student, the student is an individual, the unit that makes up these individual is the class, the most important thing of the university management is the class management. Autonomous class management is beneficial to enrich the management theory of pedagogy and meet the current social and international requirements. This study is a case study of Class A of Grade 14 Primary School. The research and development methods mainly use literature analysis method, questionnaire method, individual interview method to study the situation of class autonomy management. The content of the research is mainly from the students' living autonomous management and learning autonomous management. The results show that: first, the content of evaluation should be diverse, and the evaluation standard of class teacher in class independent management should be evaluated mainly through the quantitative achievement of the subject; second, the objective management should have the beginning and the end. The class survey found that there is only a preset goal stage and no complete goal setting in the class, including students reflecting the absence of the head teacher in the goal management, and finally the lack of summary and evaluation of the goal independent management. Third, The participation of middle school students in the independent management of classes is not high, the classes follow the school rules and regulations, and the students do not participate in the management of class life. Fourthly, the comprehensive development of the students requires comprehensive study. The investigation found that only the academic achievements were attached importance to. The result is that the learning situation outside the subject is not ideal. Research and analysis: according to the problems found in the study combined with research data from the social, school, class teacher, students four aspects of analysis. Social factors: the general environment of examination-oriented education leads to the evaluation of students with the result of a single subject, and under the influence of the whole view of social education, parents' input in education leads to a low degree of students' automatic participation in management. School factors: the school management concept is not updated in time, and the lack of strict requirements for their own class management leads to a low degree of participation in the independent management of class students. The factors of class teacher: the failure to update the management theory of the teacher in charge of the class leads to the low level of class participation and the lack of awareness of promoting the teacher's own accomplishment, which results in only paying attention to the academic achievements and neglecting the overall development. Student factor: the weak consciousness of students' self-management leads to the goal management only staying in the preset stage, and the students' individual difference leads to the difficulty of the realization of the goal management. Research countermeasures: according to the theory of multiple intelligences to the evaluation content single solution, according to the goal management theory to the goal only stays in the preset goal stage and the class student participation degree is not high gives the solution; According to the theory of organizational culture, a solution is given to focus only on subject achievement.
【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】：G645.1

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本文編號：1919884