構建和諧學校人際關系初論
發(fā)布時間：2018-11-27 07:56
【摘要】：目前,我國正朝著全面構建“和諧社會”的目標奮斗,和諧社會首先應是人際和諧的社會。從人格和諧到人際和諧到社會和諧,這是一個依次建構的過程。教育是社會系統(tǒng)的重要組成部分,要為“和諧社會”構建服務。學校作為教育的基層組織,學校教育的成敗得失與學校教育環(huán)境中的人際關系高度相關。學校人際關系處理得好,關系和諧,學校就會“政通人和”,“校和萬事興”。 本文運用和諧理論、系統(tǒng)理論、人本理論作為理論基礎,說明構建和諧學校內部關系的必要性,分析學校內部失諧現象及其原因,并提出有針對性的具體措施。全文共分為三部分:第一部分界定了和諧學校人際關系。和諧學校人際關系與良好的學校人際關系既有共同點,也有不同點。良好的學校人際關系通常指情感關系,和諧的學校人際關系是在組織關系基礎上生成的人際關系。和諧的人際關系必然是一種良好的狀態(tài)。第二部分列舉了學校人際關系失諧現現象:領導班子內部責權不明,關系不清,領導與教師互不理解、信任,教師之間文人相輕,教師與學生關系異化,并分析了人際關系失諧原因。第三部分提出構建和諧學校人際關系的具體設想:以人為本,整體協(xié)調,學校所有成員共同努力,促進和諧人際關系的實現。
[Abstract]:At present, our country is striving towards the goal of building a harmonious society in an all-round way. From personality harmony to interpersonal harmony to social harmony, this is a process of construction in turn. Education is an important part of the social system and should serve for the construction of a harmonious society. As a basic organization of education, the success or failure of school education is highly related to the interpersonal relationship in the school education environment. If the school manages the interpersonal relationship well and the relationship is harmonious, the school will be "political and friendly" and "school and everything will be prosperous." Based on the theory of harmony, system and humanism, this paper explains the necessity of constructing harmonious school internal relations, analyzes the phenomenon of school internal detuning and its causes, and puts forward some specific measures. The full text is divided into three parts: the first part defines the harmonious school interpersonal relationship. Harmonious school interpersonal relationship and good school interpersonal relationship have both similarities and differences. Good school interpersonal relationship usually refers to emotional relationship and harmonious school interpersonal relationship is a kind of interpersonal relationship generated on the basis of organizational relationship. Harmonious interpersonal relationship must be a good state. The second part enumerates the phenomenon of school interpersonal disharmony: the responsibility of the leading group is unclear, the relationship is not clear, the leaders and teachers do not understand each other, trust, the literati between teachers are light, the relationship between teachers and students is alienated. And analyzed the reason of interpersonal relationship detuning. The third part puts forward the concrete idea of constructing harmonious school interpersonal relationship: people-oriented, overall coordination, all members of the school work together to promote the realization of harmonious interpersonal relationship.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2006
【分類號】：G471
本文編號：2359962
[Abstract]:At present, our country is striving towards the goal of building a harmonious society in an all-round way. From personality harmony to interpersonal harmony to social harmony, this is a process of construction in turn. Education is an important part of the social system and should serve for the construction of a harmonious society. As a basic organization of education, the success or failure of school education is highly related to the interpersonal relationship in the school education environment. If the school manages the interpersonal relationship well and the relationship is harmonious, the school will be "political and friendly" and "school and everything will be prosperous." Based on the theory of harmony, system and humanism, this paper explains the necessity of constructing harmonious school internal relations, analyzes the phenomenon of school internal detuning and its causes, and puts forward some specific measures. The full text is divided into three parts: the first part defines the harmonious school interpersonal relationship. Harmonious school interpersonal relationship and good school interpersonal relationship have both similarities and differences. Good school interpersonal relationship usually refers to emotional relationship and harmonious school interpersonal relationship is a kind of interpersonal relationship generated on the basis of organizational relationship. Harmonious interpersonal relationship must be a good state. The second part enumerates the phenomenon of school interpersonal disharmony: the responsibility of the leading group is unclear, the relationship is not clear, the leaders and teachers do not understand each other, trust, the literati between teachers are light, the relationship between teachers and students is alienated. And analyzed the reason of interpersonal relationship detuning. The third part puts forward the concrete idea of constructing harmonious school interpersonal relationship: people-oriented, overall coordination, all members of the school work together to promote the realization of harmonious interpersonal relationship.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2006
【分類號】：G471
【引證文獻】
相關期刊論文 前1條
1 聶偉;黃小云;杜偵;;高校和諧師生關系的三維構建[J];宜春學院學報;2008年05期
相關博士學位論文 前1條
1 鄧睿;我國中學教師職業(yè)成就感問題研究[D];華東師范大學;2011年
相關碩士學位論文 前5條
1 徐艷君;初中教師間競爭關系研究[D];遼寧師范大學;2010年
2 吳焰輝;新建本科院校和諧人際關系的構建及其對儒家和諧思想的借鑒研究[D];華東師范大學;2010年
3 馬國澤;高校青年教師人際和諧研究[D];哈爾濱工程大學;2010年
4 孫永生;拓展訓練對大學生人際交往影響的實驗研究[D];首都體育學院;2008年
5 張蕾;論和諧的師生關系[D];四川師范大學;2011年
，本文編號：2359962
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