基于多元智能观的中职学生班级管理

发布时间：2018-01-19 11:05

本文关键词： 中等职业学校中职学生学生班级管理多元智能　出处：《天津大学》2012年硕士论文　论文类型：学位论文

【摘要】：中等职业教育中班级管理的问题直接影响中等职业学校的毕业学生的质量,班级管理方式要受班主任教师教育观、学生观影响。遵循理论与实践相结合的原则,采取文献研究方法,对有关教师智能观对学生班级管理影响的相关成果的研究和梳理,结合对笔者班级管理实践的反思,发现经典智能观的局限：缩小了学生智能范围,把学生智能限制在不完全的理性能力范围,难以全面解释和说明学生学生活动实际,将智能限制在难以通过教育得以提高领域。以经典智能观指导中职学生班级管理的不足在于：重行为约束,轻集体建设；重班级规训,轻个体关爱；重教师他评,轻学生自评；重认知发展,轻态度改变；重行为结果,轻活动过程。多元智能观超越经典智能观,其教育学意蕴体现在：发现个体潜能的“强项”,肯定每个学生都能成功；主张智能活动方式多元,支持学习方式多样化；提出智能多元,拓展教育活动范围；正视个体差异存在合理性,挑战传统班级教学制度；采用质性评价方法,质疑传统学生评价方式。用多元智能观指导中职学生班级管理,导致中职学生班级管理的积极变化,主要体现在：为学生提供丰富多彩的活动,使学生可以选择适宜自己的活动；班级活动管理方式多样化,为学生学习提供制度保障；重视学生情感发展,激发和调动学生参与班级活动的积极性；适应学生个体差异及其职智能多元,制定学生的多元评价指标；注重学生行为质性评价方式,追求班级管理及其结果统一采用问卷和集体访谈等调查方法,以问卷调查为主,实证XX中等职业学校学生班级管理现状及存在的问题。中等职业学校班主任问卷主要分为四个维度：学生观、班级活动、学生评价、管理方式。中等职业学校学生问卷主要分为三个维度：基本情况、自我认同、乐活态度。问卷调查结果表明：班主任缺乏乐观的学生观；中职生自我认同程度低；开展班级活动的单一、缺乏可选择性；班级活动管理方式及其制度保障；学生参与班级活动程度低；评价学生指标统一化；实行知性评价方式。采用行动研究方式,针对XX职业中等专业学校中职学生班级管理存在的问题,用多元智能观指导,采取以下策略改善该学生班级管理：教育者树立乐观的学生观；组织丰富多彩的班级和社会活动,提高学生参与度；建立并实行班级民主化管理制度；构建学生评价的多元指标体系。对该班级实例分析,这些策略对改善中职学校学生班级管理行之有效。以多元智能观为指导,中职班主任要遵循中职学生的特点,走进中职学生的生活及其精神世界,采取切实可能的措施,有助于班集体建设,做到让每一个中职学生都能成功。
[Abstract]:The problem of class management in secondary vocational education directly affects the quality of graduating students in secondary vocational schools. Following the principle of the combination of theory and practice, this paper adopts the method of literature research, studies and combs the related achievements about the influence of teachers' intelligence view on the students' class management, and combines with the reflection of the author's class management practice. Find out the limitations of the classic view of intelligence: reduce the scope of students' intelligence, limit students' intelligence to the scope of incomplete rational ability, it is difficult to fully explain and explain the actual activities of students. It is difficult to improve the field of intelligence through education. The shortcomings of guiding the class management of secondary vocational school students with the classical view of intelligence lie in: attaching importance to behavior constraints and neglecting collective construction; Pay more attention to class discipline than individual care; Pay more attention to teachers' evaluation than students' self-evaluation; Emphasis on cognitive development, not attitude change; The view of multiple intelligences transcends the classical view of intelligence, and its pedagogical implication is: discovering the "strong points" of individual potential and affirming that every student can succeed; It advocates the diversity of intelligent activities and supports the diversity of learning styles. Put forward intelligent multiple, expand the scope of educational activities; Facing the rationality of individual differences and challenging the traditional class teaching system; The qualitative evaluation method is used to question the traditional student evaluation method and to guide the class management of the secondary vocational school students with the view of multiple intelligences, which leads to the positive changes in the class management of the secondary vocational school students. Mainly reflected in: to provide rich and colorful activities for students, so that students can choose their own activities; The management mode of class activity is diversified, which provides the system guarantee for the students to study; Attach importance to the students' emotional development, stimulate and arouse the enthusiasm of students to participate in class activities; To adapt to the individual differences of students and their job intelligence multiple, to formulate multiple evaluation indicators of students; Pay attention to the way of evaluating students'Behavioral quality and pursue the Unity of Class Management and its results Questionnaire and group interviews were used to investigate the questionnaire. Secondary vocational school class teacher questionnaire is divided into four dimensions: student view, class activities, student evaluation. Management style. The questionnaire of secondary vocational school students is divided into three dimensions: basic situation, self-identity, attitude to live. The results of the questionnaire show that the teacher in charge of the class lacks an optimistic outlook on students; The degree of self-identification of secondary vocational school students is low; Single class activities, lack of selectivity; Class activity management mode and its system guarantee; The degree of students' participation in class activities is low; Unifying the evaluation index of students; Implementation of intellectual evaluation method. In view of the problems existing in the class management of secondary vocational students in XX vocational and secondary vocational schools, we use the view of multiple intelligences to guide them. The following strategies are adopted to improve the students' class management: educators establish an optimistic outlook on students; Organize rich and colorful classes and social activities to enhance students' participation; Establish and implement the democratic management system of class; The analysis of the class example shows that these strategies are effective in improving the students' class management in secondary vocational schools. Guided by the view of multiple intelligences, the head teacher of secondary vocational school should follow the characteristics of secondary vocational school students, enter into the life and spiritual world of secondary vocational school students, and take practical and possible measures to help the class collective construction. Make sure that every secondary vocational student can succeed.
【学位授予单位】：天津大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G717

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