本文關(guān)鍵詞：前臺(tái)與后臺(tái)：“好學(xué)生”違規(guī)行為的實(shí)地研究　出處：《南京師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

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【摘要】：很多人認(rèn)為好學(xué)生不僅應(yīng)該成績(jī)好,而且在人格、品德、素養(yǎng)等方面也應(yīng)出類拔萃。然而,當(dāng)面對(duì)校外統(tǒng)一考試和高考升學(xué)的壓力時(shí),他們的目光卻一致聚焦于學(xué)生的學(xué)習(xí)成績(jī)(尤其是考試分?jǐn)?shù))上,進(jìn)而形成一種“學(xué)習(xí)好,一切都好；學(xué)習(xí)差,一切都差”的固定思維。本研究正是在此基礎(chǔ)上,以常人思維中的“好學(xué)生”為研究對(duì)象,旨在探尋“好學(xué)生”在教師和家長(zhǎng)視界范圍內(nèi)的前臺(tái)上所表現(xiàn)出的循規(guī)行為,以及揭示處于這些人的視界范圍之外的后臺(tái)中“好學(xué)生”所做出的不為人知的違規(guī)行為。本研究采用質(zhì)的研究方法,通過(guò)以訪談為主、觀察和文本分析為輔的方法,展現(xiàn)了“好學(xué)生”在前臺(tái)與后臺(tái)行為表現(xiàn)完全不同的兩個(gè)畫(huà)面。前臺(tái)上,“好學(xué)生”學(xué)習(xí)上,按照教師要求發(fā)言、及時(shí)完成作業(yè)、課下勤學(xué)好問(wèn)、服從教師命令；工作中,擔(dān)任一定干部職位的“好學(xué)生”能夠嚴(yán)格履行自身職責(zé),與其他成績(jī)優(yōu)異的“同道者”相處和睦；生活中,孝順父母長(zhǎng)輩、尊重親友鄰居,遇到問(wèn)題時(shí)總能以平等諒解的方式對(duì)待兄弟姐妹和同學(xué),不穿奇裝異服,等等。這些循規(guī)行為贏得教師、家長(zhǎng)、鄰居等人的一致稱贊。然而,所謂“成績(jī)好,一切都好”的“好學(xué)生”在離開(kāi)教師、家長(zhǎng)等人的視線范圍這一前臺(tái)之后卻一反常態(tài),做出了許許多多違反學(xué)校規(guī)章制度、社會(huì)主流價(jià)值文化甚至“傷害”他人的違規(guī)行為：課堂上看小說(shuō)、玩手機(jī)、吃零食、睡覺(jué)、傳紙條等；課下,出口成“臟”、抽煙、喝酒、打架、“以權(quán)謀私”、借用網(wǎng)絡(luò)俚語(yǔ)“調(diào)戲”和侮辱他人、早戀甚至早孕,等等。導(dǎo)致“好學(xué)生”前臺(tái)與后臺(tái)行為出現(xiàn)反差的原因主要包括外因和內(nèi)因兩個(gè)方面。外因包括客觀因素的影響：教育過(guò)程的“家長(zhǎng)缺位”、學(xué)校教育的“重心偏移”、同輩群體的“耳濡目染”和大眾傳媒的“肆意侵襲”；內(nèi)因則緣于個(gè)體自身?xiàng)l件的“凸顯”(生理的提前發(fā)育、心理的過(guò)早成熟)。這些共同因素的存在,為“好學(xué)生”的違規(guī)行為直接或間接地創(chuàng)造了條件。作為家長(zhǎng)和教師,需要從“好學(xué)生”也會(huì)違規(guī)這一事實(shí)中得到反思與啟示。家長(zhǎng)和教師因?yàn)楦髯缘摹笆殹敝率辜彝ソ逃蛯W(xué)校教育均出現(xiàn)了“保守”性：除學(xué)習(xí)成績(jī)外,家長(zhǎng)較少甚或從未關(guān)注孩子的其他教育問(wèn)題；學(xué)校因過(guò)度注重考試分?jǐn)?shù)而忽視學(xué)生其他方面的發(fā)展。此外,人們僅用分?jǐn)?shù)作為唯一衡量標(biāo)準(zhǔn)的評(píng)價(jià)定勢(shì)現(xiàn)象既緣于思維的僵滯,更緣于現(xiàn)實(shí)的無(wú)奈。因此,應(yīng)該加強(qiáng)家長(zhǎng)與教師的聯(lián)系,避免“單一化”的了解；加強(qiáng)與孩子的溝通,避免“嘮叨化”的教育方式；拓寬知識(shí)面的傳授,避免教育“保守”導(dǎo)致的違規(guī)；引導(dǎo)學(xué)生學(xué)會(huì)篩選,避免不良信息的“侵?jǐn)_”。唯有教師和家長(zhǎng)共同努力,才能在一定程度上盡量避免“好學(xué)生”違規(guī)行為的產(chǎn)生,也才能使“好學(xué)生”在前臺(tái)中的循規(guī)行為真正“名副其實(shí)”!
[Abstract]:Many people think that good students should not only get good grades, but also excel in personality, morality, accomplishment, etc. However, when faced with the pressure of the unified examination and college entrance examination. Their eyes are focused on students' academic achievement (especially test scores), thus forming a kind of "study well, everything is good;" On the basis of the fixed thinking of poor learning, everything is bad, this study takes "good students" in ordinary people's thinking as the research object. The purpose of this study is to explore the rule-based behavior of "good students" in the foreground of teachers and parents. As well as revealing the "good students" in the background outside the scope of these people to make an unknown violation. This study adopts qualitative research methods, mainly through interviews. The methods of observation and text analysis show two pictures of "good students" showing completely different behavior in front and background. On the front desk, "good students" study, according to the teacher's request to speak, and finish the homework in time. Study hard after class, take orders from the teacher; In the work, the "good students" who hold certain cadre positions can strictly perform their duties and get along with other outstanding "fellow students". In life, filial piety, respect for relatives and friends and neighbors, always treat brothers and sisters and classmates in an equal and understanding manner, do not wear strange clothes, etc. These rule-based behaviors win teachers and parents. Neighbors and others praise. However, the so-called "good grades, everything is good" "good students" after leaving the front line of sight of teachers, parents and others, but not normal. Made a lot of violations of school rules and regulations, social mainstream value culture and even "hurt" others: reading novels in class, playing mobile phones, eating snacks, sleeping, passing notes and so on; After class, exports become "dirty", smoke, drink, fight, "abuse power for personal gain", borrow the network slang "flirt" and insult others, early love and even early pregnancy. And so on. The reasons for the contrast between the front and background behaviors of "good students" mainly include external and internal factors. External factors include the influence of objective factors: the "absence of parents" in the process of education. The "center of gravity" of school education, the peer group "osmosis" and the mass media "wanton invasion"; The internal cause is due to the "salience" of the individual's own condition (the early development of physiology and the premature maturation of psychology.) the existence of these common factors. Create conditions for "good students" violations, directly or indirectly... as parents and teachers. Parents and teachers, due to their own "dereliction of duty", have "conservative" nature in both family education and school education: except for academic achievement. (B) parents pay little or no attention to other educational issues of their children; Schools pay too much attention to test scores and ignore the development of other aspects of students. In addition, people only use scores as the only measure of the evaluation of the stereotype phenomenon is not only due to the stagnation of thinking, more because of the helplessness of reality. The relationship between parents and teachers should be strengthened to avoid "single" understanding; Strengthen communication with children, avoid "nagging" education; Broaden the scope of knowledge teaching, avoid education "conservative" resulting in violations; To guide students to learn to screen, to avoid the "intrusion" of bad information. Only the joint efforts of teachers and parents, can we try to avoid the "good students" illegal behavior to a certain extent. In order to make "good students" in the front desk of the rule-following behavior really "worthy of the name"!
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G459

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本文編號(hào)：1429093