常人方法學(xué)視野下的小學(xué)少先隊(duì)活動(dòng)研究
發(fā)布時(shí)間：2018-08-14 15:10
【摘要】：少先隊(duì)教育作為學(xué)校教育的得力助手,與學(xué)校教育、社會(huì)教育、家庭教育一起承擔(dān)著教育當(dāng)代少年兒童的重任。如果說(shuō),課堂學(xué)習(xí)是少年兒童獲取知識(shí)的第一課堂,那么少先隊(duì)活動(dòng)可以說(shuō)是對(duì)少年兒童實(shí)施素質(zhì)教育,進(jìn)行思想政治教育,培養(yǎng)創(chuàng)新精神和實(shí)踐能力的第二課堂。而且通過(guò)少先隊(duì)活動(dòng)能夠進(jìn)行道德教育、愛(ài)國(guó)教育、自主教育以及傳統(tǒng)文化教育,進(jìn)而培養(yǎng)少先隊(duì)員的責(zé)任感、自我管理能力,提高集體凝聚力,促進(jìn)少年兒童的全面發(fā)展。少先隊(duì)活動(dòng)豐富多彩,多種多樣。雖然少先隊(duì)活動(dòng)在理論方面還有待研究,但是少先隊(duì)活動(dòng)的實(shí)踐之樹(shù)卻早已碩果累累。一個(gè)富有成效的少先隊(duì)活動(dòng)的開(kāi)展,會(huì)考慮到活動(dòng)的時(shí)間、活動(dòng)的內(nèi)容、活動(dòng)的地點(diǎn)、活動(dòng)的對(duì)象、活動(dòng)的目標(biāo)等方面,根據(jù)活動(dòng)不同的要求開(kāi)展不同的活動(dòng);是以兒童為中心,適應(yīng)兒童身心發(fā)展特點(diǎn),滿足兒童需要,貼近兒童生活實(shí)際,有趣且對(duì)兒童具有強(qiáng)大吸引力的活動(dòng);是尊重兒童主體,相信兒童,把活動(dòng)交給兒童,充分發(fā)揮兒童自主性、創(chuàng)造性和積極性的活動(dòng);是內(nèi)容與形式統(tǒng)一,注重發(fā)揮少先隊(duì)組織特色,因地制宜,具有學(xué)校和地方特色的活動(dòng)。讓隊(duì)員在這樣的少先隊(duì)活動(dòng)中,懂得一些道理,獲得一些知識(shí),學(xué)會(huì)一些本領(lǐng),提高一些能力,增長(zhǎng)一些才干,養(yǎng)成一些好的行為習(xí)慣,在德、智、體、美等方面得到全面健康發(fā)展,做一個(gè)合格的建設(shè)社會(huì)主義事業(yè)的接班人。然而,少先隊(duì)活動(dòng)在開(kāi)展的過(guò)程中,實(shí)效性低,沒(méi)有達(dá)到少先隊(duì)活動(dòng)的教育效果,在實(shí)際的開(kāi)展中仍然面臨著一些困境。以加芬克爾為代表的常人方法學(xué)強(qiáng)調(diào)對(duì)日常實(shí)踐活動(dòng)的關(guān)注,認(rèn)為日常實(shí)踐活動(dòng)具有索引性、場(chǎng)景性、可說(shuō)明性和反身性的合理屬性,這為研究少先隊(duì)活動(dòng)問(wèn)題開(kāi)辟了一種新的視野。本研究主要以常人方法學(xué)視野中對(duì)日常實(shí)踐活動(dòng)的研究為基礎(chǔ)來(lái)剖析當(dāng)前小學(xué)少先隊(duì)活動(dòng)存在的問(wèn)題及原因,并對(duì)有效開(kāi)展少先隊(duì)活動(dòng)提供一些對(duì)策或建議。本研究共分為四個(gè)部分首先,緒論。提出研究問(wèn)題,梳理了已有常人方法學(xué)和少先隊(duì)活動(dòng)相關(guān)研究,對(duì)核心概念“常人方法學(xué)”及“少先隊(duì)活動(dòng)”進(jìn)行界定,并介紹研究目的和意義以及研究所運(yùn)用的研究方法。其次,從常人方法學(xué)的理論、比較和應(yīng)用研究三個(gè)方面對(duì)本研究的理論基礎(chǔ)常人方法學(xué)理論進(jìn)行了概述,并說(shuō)明了用常人方法學(xué)研究來(lái)研究小學(xué)少先隊(duì)活動(dòng)的適切性。第三,以常人方法學(xué)為視角,以常人方法學(xué)視野下的日常實(shí)踐活動(dòng)的組成要素為基礎(chǔ),反思當(dāng)前小學(xué)少先隊(duì)活動(dòng)。分別從常人方法學(xué)之索引性、場(chǎng)景性、權(quán)宜性、可說(shuō)明性和反身性幾個(gè)方面剖析了小學(xué)少先隊(duì)活動(dòng)在實(shí)際的開(kāi)展中存在的問(wèn)題并進(jìn)行了原因分析。發(fā)現(xiàn)小學(xué)少先隊(duì)活動(dòng)存在少先隊(duì)活動(dòng)內(nèi)容脫離隊(duì)員生活實(shí)際;忽視活動(dòng)組織空間場(chǎng)景;忽視組織儀式,缺乏組織特色;忽視活動(dòng)組織符號(hào)的真正內(nèi)涵;活動(dòng)主體概念弱化的問(wèn)題。第四,在以常人方法學(xué)為視角分析當(dāng)前小學(xué)少先隊(duì)活動(dòng)存在的問(wèn)題和影響原因的基礎(chǔ)上,對(duì)有效開(kāi)展小學(xué)少先隊(duì)活動(dòng)提出回歸兒童生活,確保索引性表達(dá)的一致性;創(chuàng)設(shè)組織的空間場(chǎng)景,化班級(jí)情境為組織情境;營(yíng)造儀式的結(jié)構(gòu)場(chǎng)景,發(fā)揮場(chǎng)景逼迫作用;豐富索引知識(shí)庫(kù)存,為合理地權(quán)宜性行動(dòng)奠基;消除強(qiáng)烈反身性的消極影響,重新建構(gòu)說(shuō)明的對(duì)策和建議。
[Abstract]:Young pioneer education, as a powerful assistant of school education, shoulders the heavy responsibility of educating contemporary children with school education, social education and family education. If classroom learning is the first classroom for children to acquire knowledge, then young pioneer activities can be said to be the implementation of quality education for children, ideological and political education, training. The second classroom fosters the spirit of innovation and practical ability, and through the activities of the Young Pioneers, moral education, patriotic education, independent education and traditional cultural education can be carried out, and then cultivate the sense of responsibility of young pioneers, self-management ability, improve collective cohesion, promote the comprehensive development of children. Although the theory of Young Pioneer Activity needs to be studied, the practice tree of Young Pioneer Activity has already been fruitful. A fruitful Young Pioneer Activity will be carried out according to the different requirements of the activity, taking into account the time, content, place, object and goal of the activity. The same activities are children-centered, adapt to children's physical and mental development characteristics, meet children's needs, close to the actual life of children, interesting and attractive activities for children; respect the main body of children, believe in children, give activities to children, give full play to children's autonomy, creativity and enthusiasm activities; is the unity of content and form; Let the members of the team know some truth, acquire some knowledge, learn some skills, improve some abilities, increase some talents, develop some good behavior habits, get all-round and healthy development in moral, intellectual, physical and aesthetic aspects. However, in the process of carrying out Young Pioneers'activities, the effectiveness is low, and the educational effect of Young Pioneers' activities is not achieved. There are still some difficulties in carrying out the activities. The methodology of ordinary people, represented by Garfinkel, emphasizes the attention to daily practical activities and considers that daily life is a daily life. Practical activities have rational attributes of indexing, scenario, explanatory and reflexive, which opens up a new horizon for the study of Young Pioneers'activities. This study mainly analyzes the existing problems and causes of the activities of Young Pioneers in primary schools based on the study of daily practical activities from the perspective of ordinary people's methodology, and carries them out effectively. This study is divided into four parts. First of all, the introduction puts forward the research questions, combs the existing research on the methodology of ordinary people and the activities of young pioneers, defines the core concepts of "ordinary people methodology" and "young pioneers activities", and introduces the purpose and significance of the research and the research applied by the institute. Secondly, this paper summarizes the theoretical basis of this study from three aspects: the theory of ordinary methodology, comparison and applied research, and illustrates the appropriateness of using ordinary methodology to study the activities of young pioneers in primary schools. Thirdly, from the perspective of ordinary methodology, daily practice from the perspective of ordinary methodology. On the basis of the constituent elements of the activity, this paper rethinks the current activities of the Young Pioneers in primary schools. It analyzes the problems existing in the actual activities of the Young Pioneers in primary schools from the aspects of index, scene, expediency, EXPLANABILITY and reflexivity of the ordinary methodology, and analyzes the causes. The content is divorced from the actual life of the players; neglects the space scene of the activity organization; neglects the organizational ceremony, lacks the organizational characteristics; neglects the real connotation of the activity organization symbols; the weakening of the concept of the activity subject. Fourthly, based on the analysis of the existing problems and the influential reasons of the activity of the Young Pioneers in primary schools from the perspective of ordinary methodology, the effective opening-up is carried out. The Young Pioneers'Activities in Exhibition Primary School put forward the idea of returning to children's life to ensure the consistency of indexed expression; creating an organizational space scene to turn class situation into organizational situation; creating a structural scene of ceremony to exert the role of scene persecution; enriching indexed knowledge inventory to lay a foundation for reasonable expedient action; eliminating the negative impact of strong reflexivity, and re-establishing. Countermeasures and suggestions for constructing the explanation.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：D432.51
本文編號(hào)：2183254
[Abstract]:Young pioneer education, as a powerful assistant of school education, shoulders the heavy responsibility of educating contemporary children with school education, social education and family education. If classroom learning is the first classroom for children to acquire knowledge, then young pioneer activities can be said to be the implementation of quality education for children, ideological and political education, training. The second classroom fosters the spirit of innovation and practical ability, and through the activities of the Young Pioneers, moral education, patriotic education, independent education and traditional cultural education can be carried out, and then cultivate the sense of responsibility of young pioneers, self-management ability, improve collective cohesion, promote the comprehensive development of children. Although the theory of Young Pioneer Activity needs to be studied, the practice tree of Young Pioneer Activity has already been fruitful. A fruitful Young Pioneer Activity will be carried out according to the different requirements of the activity, taking into account the time, content, place, object and goal of the activity. The same activities are children-centered, adapt to children's physical and mental development characteristics, meet children's needs, close to the actual life of children, interesting and attractive activities for children; respect the main body of children, believe in children, give activities to children, give full play to children's autonomy, creativity and enthusiasm activities; is the unity of content and form; Let the members of the team know some truth, acquire some knowledge, learn some skills, improve some abilities, increase some talents, develop some good behavior habits, get all-round and healthy development in moral, intellectual, physical and aesthetic aspects. However, in the process of carrying out Young Pioneers'activities, the effectiveness is low, and the educational effect of Young Pioneers' activities is not achieved. There are still some difficulties in carrying out the activities. The methodology of ordinary people, represented by Garfinkel, emphasizes the attention to daily practical activities and considers that daily life is a daily life. Practical activities have rational attributes of indexing, scenario, explanatory and reflexive, which opens up a new horizon for the study of Young Pioneers'activities. This study mainly analyzes the existing problems and causes of the activities of Young Pioneers in primary schools based on the study of daily practical activities from the perspective of ordinary people's methodology, and carries them out effectively. This study is divided into four parts. First of all, the introduction puts forward the research questions, combs the existing research on the methodology of ordinary people and the activities of young pioneers, defines the core concepts of "ordinary people methodology" and "young pioneers activities", and introduces the purpose and significance of the research and the research applied by the institute. Secondly, this paper summarizes the theoretical basis of this study from three aspects: the theory of ordinary methodology, comparison and applied research, and illustrates the appropriateness of using ordinary methodology to study the activities of young pioneers in primary schools. Thirdly, from the perspective of ordinary methodology, daily practice from the perspective of ordinary methodology. On the basis of the constituent elements of the activity, this paper rethinks the current activities of the Young Pioneers in primary schools. It analyzes the problems existing in the actual activities of the Young Pioneers in primary schools from the aspects of index, scene, expediency, EXPLANABILITY and reflexivity of the ordinary methodology, and analyzes the causes. The content is divorced from the actual life of the players; neglects the space scene of the activity organization; neglects the organizational ceremony, lacks the organizational characteristics; neglects the real connotation of the activity organization symbols; the weakening of the concept of the activity subject. Fourthly, based on the analysis of the existing problems and the influential reasons of the activity of the Young Pioneers in primary schools from the perspective of ordinary methodology, the effective opening-up is carried out. The Young Pioneers'Activities in Exhibition Primary School put forward the idea of returning to children's life to ensure the consistency of indexed expression; creating an organizational space scene to turn class situation into organizational situation; creating a structural scene of ceremony to exert the role of scene persecution; enriching indexed knowledge inventory to lay a foundation for reasonable expedient action; eliminating the negative impact of strong reflexivity, and re-establishing. Countermeasures and suggestions for constructing the explanation.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：D432.51
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