本文選題：以人為本 + 小學(xué)��； 參考：《魯東大學(xué)》2017年碩士論文

【摘要】：我國實(shí)行素質(zhì)教育改革已經(jīng)多年,國內(nèi)小學(xué)課堂管理發(fā)生了一定變化,盡管出現(xiàn)了這些變化,但通過研究卻可以發(fā)現(xiàn),新型小學(xué)課堂管理中依然存在一些消極因素,并不利于促進(jìn)小學(xué)生全面發(fā)展,課堂管理應(yīng)有的作用也沒有完全發(fā)揮出來。要做好小學(xué)課堂管理工作,就需要轉(zhuǎn)變現(xiàn)有管理策略,加大對(duì)學(xué)生引導(dǎo)與獎(jiǎng)勵(lì),只有這樣才能實(shí)現(xiàn)素質(zhì)教育目標(biāo)。鑒于以上,本論文立足于國內(nèi)外對(duì)小學(xué)課堂管理已有研究的基礎(chǔ)上,將小學(xué)教師和小學(xué)生確定為研究對(duì)象,從以人為本的視角對(duì)小學(xué)課堂管理的現(xiàn)狀進(jìn)行研究和分析,揭示了在小學(xué)課堂管理中存在著的諸多問題并剖析其原因,由此提出了以人為本的小學(xué)課堂管理的實(shí)施策略。本文對(duì)小學(xué)課堂人本化管理進(jìn)行的系統(tǒng)研究是以筆者在濰坊市D小學(xué)的實(shí)踐和探索為基礎(chǔ)進(jìn)行的,此論文大體涵蓋三個(gè)部分。第一部分(緒論和第一章):闡述了中國與外國在小學(xué)課堂管理問題上的探究背景和論文的探究價(jià)值、探究模式。針對(duì)課堂以及課堂管理兩者的定義以及用途加以闡明,從而討論小學(xué)課堂管理探究方面的理論前提,也就是人本主義以及主體性教育的觀點(diǎn),給探索小學(xué)課堂管理的活動(dòng)提供了觀點(diǎn)根據(jù)。第二部分(第二章):目前小學(xué)課堂管理的情況和結(jié)論剖析。整體使用課堂分析,調(diào)查問卷,單獨(dú)訪問的模式針對(duì)目前小學(xué)課堂管理的情況加以探索,利用針對(duì)探究結(jié)論的剖析,歸納出目前小學(xué)課堂管理方面的缺陷,從而對(duì)具體情況加以剖析,找出緣由;第三部分(第三章):以人為本的小學(xué)課堂管理實(shí)施策略。根據(jù)以上分析中存在的問題及其原因,在小學(xué)課堂管理的基礎(chǔ)上,提出了小學(xué)課堂管理的實(shí)施策略:首先,樹立正確的教育觀念,科學(xué)管理課堂;其次,提高教師教學(xué)水平,優(yōu)化課堂效果;再次,改善環(huán)境,以滿足小學(xué)生的學(xué)習(xí)需要;最后,培養(yǎng)學(xué)生自主的管理能力。
[Abstract]:In our country, the reform of quality education has been carried out for many years. Although some changes have taken place in primary school classroom management in China, although these changes have occurred, it can be found that some negative factors still exist in the new class management of primary school, which is not conducive to promoting the overall development of primary school students, and the role of classroom management has not been fully played out. In order to do a good job in primary school classroom management, we need to change the existing management strategies and increase the guidance and reward for students. Only in this way can we achieve the goal of quality education. In view of the above, this paper, based on the research on primary school classroom management at home and abroad, will determine the primary school teachers and primary school students as the research object, from the people oriented. This paper studies and analyzes the current situation of primary school classroom management, reveals many problems in primary school classroom management and analyzes its reasons, and puts forward the implementation strategy of primary class management in primary school. The systematic research on humanistic management in primary school is based on the practice of the author in D primary school in Weifang. On the basis of exploration, this paper covers three parts. The first part (exordium and Chapter 1): the research background of China and foreign countries in primary school classroom management, the exploration value of the thesis, the exploration model, the definition and use of classroom management and classroom management, so as to discuss the primary school classroom management. The theoretical premise of inquiry, namely, humanism and subjective education, provides the basis for exploring the activities of primary school classroom management. The second part (second chapter): the analysis of the situation and conclusion of primary school classroom management at present. The overall use of classroom analysis, questionnaire, and the mode of individual visit to the current primary school classroom management The third part (third chapter): the implementation strategy of primary school management in primary school. According to the problems and the reasons in the above analysis, the management of primary school classroom management is in accordance with the problems and their reasons in the above analysis. On the basis of this, it puts forward the implementation strategies of primary school classroom management: first, set up correct educational concept, scientifically manage the classroom; secondly, improve the teaching level of teachers, optimize the classroom effect; thirdly, improve the environment to meet the students' learning needs; finally, to train the students' independent management ability.
【學(xué)位授予單位】：魯東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G622.4

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本文編號(hào)：2056735