中学德育导师制的实践探索

发布时间：2018-05-27 06:38

本文选题：中学德育 + 导师制　；参考：《西华师范大学》2015年硕士论文

【摘要】：我们熟知的导师制教育模式是英国的牛津大学最早采用的,这种教学模式主要是能对学生的学业以及品行加强有效指导。后来在借鉴大学“导师制”的理论和实践基础上逐渐形成的“德育导师制”,主要是通过德育导师与被指导学生之间的相互作用,从而帮助学生在思想品质和道德素质方面实现全面而快速的成长。在我国中学推行德育导师制,有利于德育模式的深化改革,能够积极构建全员育人的新格局。尽管近十多年来全国很多中学进行了德育导师制的尝试,在一定范围内也取得了一定的成效,但是由于成效不大、又没有相应政策的支持,均不了了之,或者形同虚设,只是停留在校本基础上和尝试阶段。“德育导师制”在实施过程中也存在着很多缺陷和不足,缺乏大量具有说服力的成功案例,对走出当前中学德育困境的推动作用并不显著。“德育导师制”这种新型的德育模式要发挥作用,必须全面分析造成当前中学生德育困境的真实原因,找准问题的所在,才能保证“德育导师制”是否能对症下药以及在实施这种德育模式应注意的具体问题。针对这些思考,本论文将进行探讨。本文共有四章。第一章主要分析了选题缘由、研究意义、国内外对“德育导师制”的研究现状,并简要介绍了本文的研究方法。第二章则是本论文的理论基础。通过对“德育”、“导师制”、“德育导师制”、“中学德育导师制”四个概念的界定,明确了“德育导师制”的产生背景。接下来介绍了“道德认知发展理论”、“交往理论”和“情感德育理论”的主要内容,强调这三个理论作为本论文的主要理论基础的价值。论文的第三章,主要阐述了当前我国中学生道德教育面临的现实困境及产生原因,提出了中学实施德育导师制的现实意义。第四部分从德育导师制的目标、内容、原则、方法等方面,提出了可行性建议,并从中学实施德育导师制的过程中导师队伍建设、效果评价等方面,分析了在实践中应避免的问题。通过研究,本文认为一些中学率先实施德育导师制,很好地改善了学校的德育现状,提高了德育的实效性和针对性。在取得成绩的同时也存在很多缺陷和问题。这些问题主要集中在:导师与被指导学生在人数上比例不合理;导师自身素质不高;导师与班主任的关系不明确;导师与教学相分离;评价激励机制不健全等方面。据此,本文研究认为,要通过优化导师配备比例,提高导师自身素质,建立完善有效的评价激励机制,明确导师与班主任的关系,处理好导师德育和教学工作的统一,健全评价机制等措施来加强中学德育导师制的建设。
[Abstract]:The tutoring education model, which we know as the earliest adopted by Oxford University in England, is mainly designed to strengthen the effective guidance of students' study and conduct. Later, on the basis of the theory and practice of the "tutor system" in the university, the "moral education tutor system" was gradually formed, mainly through the interaction between the moral education mentor and the guided students. In order to help students in the ideological quality and moral quality to achieve comprehensive and rapid growth. It is beneficial to deepen the reform of moral education mode and to construct a new pattern of educating people by carrying out the system of moral education in middle schools in our country. Although many middle schools throughout the country have tried to establish a system of moral education mentors in the past decade or so, they have also achieved certain results within a certain scope. However, because the results have not been very good and there is no corresponding policy support, they have all failed to do so, or have been virtually empty. Just stay on the school-based basis and try the stage. There are also many defects and deficiencies in the implementation of the "moral education tutor system", and the lack of a large number of convincing success cases does not play a significant role in pushing out of the dilemma of moral education in middle schools at present. In order to play a role in the new mode of moral education, "moral education tutor system", we must comprehensively analyze the real causes of the current moral dilemma of middle school students, and find out exactly where the problems lie. Only in order to ensure that the "moral education tutor system" can the right remedy and the implementation of this mode of moral education should pay attention to the specific issues. In view of these considerations, this paper will be discussed. There are four chapters in this paper. The first chapter mainly analyzes the reason of selecting the topic, the significance of the research, the current situation of the "moral education tutorial system" at home and abroad, and briefly introduces the research methods of this paper. The second chapter is the theoretical basis of this paper. By defining the four concepts of "moral education", "tutor system", "moral education tutor system" and "middle school moral education tutor system", this paper clarifies the background of the emergence of "moral education tutor system". Then it introduces the main contents of moral Cognitive Development Theory, Communication Theory and emotional moral Education Theory, and emphasizes the value of these three theories as the main theoretical basis of this thesis. The third chapter mainly expounds the realistic predicament and the causes of moral education of middle school students in our country at present, and puts forward the practical significance of implementing the moral education tutor system in middle school. The fourth part puts forward some feasible suggestions from the aspects of the goal, content, principle and method of the tutorial system of moral education, and the construction and effect evaluation of the tutor team in the process of implementing the tutorial system of moral education in middle school. The problems that should be avoided in practice are analyzed. Through the research, this paper holds that some middle schools take the lead in implementing the moral education tutorial system, which improves the present situation of moral education in schools, and improves the effectiveness and pertinence of moral education. At the same time, there are many defects and problems. These problems mainly focus on the following aspects: the proportion of tutor and guided students is unreasonable; the teacher's own quality is not high; the relationship between tutor and class teacher is not clear; the teacher is separated from teaching; the evaluation incentive mechanism is not perfect and so on. Based on this, the author thinks that we should optimize the proportion of tutor, improve their own quality, establish an effective evaluation and incentive mechanism, clarify the relationship between tutor and class teacher, and deal with the unity of moral education and teaching work. Improve the evaluation mechanism and other measures to strengthen the construction of middle school moral education tutorial system.
【学位授予单位】：西华师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G631

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