高中小班化教育中实施学生成长导师制的行动研究

发布时间：2018-03-30 04:24

本文选题：小班化教育　切入点：学生成长导师制　出处：《云南大学》2016年硕士论文

【摘要】：学习者的个性是教育的出发点。基于研究学习者个性的教学是教育的艺术,才是真正意义上的教育,因为学习者的学习是一种高度个性化的活动。基础教育改革的深入以及新高考方案的实施,特别强调了对学生个性的关注,让每一个学生都与众不同。但当前的教育现状并不能为推进基础教育改革提供成熟的实施环境。小班化教育这种班级组织形式下的学生成长导师制可以尝试引入中学,在保留班级授课制的形式以培养学生社会性的同时,更能有针对性地把握学生个性特点,基于学生的个性化特征来制定学生的专属教育方案,对学生给予富有针对性的教育。同时,作为一种新型学生成长指导制度,还可以解决走班制、选课制的出现所带来的问题以及应对新高考方案实施所带来的挑战。本研究遵循行动研究的基本范式,综合借助访谈、观察、问卷调查、撰写研究日记等方法,以学生成长导师制的制度建设为基础,从教学实际问题为出发点,对实施过程中发生和存在的问题进行了深入探索。本研究的成果是,通过行动研究,加深了对学生成长导师制的理解,提高了研究者发现问题、成果交流以及对学生学习过程及结果的评价等方面的能力,还总结概括出一套基于学校中层管理团队的具有可操作性的实施模式。学生成长导师制具体实施的操作模式是学生、教师、管理团队、教育环境以及教育方式等多方面相互配合,形成的一个“以班主任制为基础的学生成长导师制”的良好互动体系。本研究的结论是,学生成长导师制的实施能产生以下效果：从学校层面,提升了学校办学影响力,促进学校形成立体式的良好育人环境；从教师层面上,实现教师的“教书”和“育人”的统一,促进教师的专业水平提高,降低班主任的工作压力等；从学生层面,能发现学生潜在个性及特长,促进学生自主、全面发展,学生的受关注度得到提高。另外,通过围绕学生成长导师制的实施,可以将教育理论与教学实践结合起来,解决传统教育模式所存在的教学与科研关联度低的问题。
[Abstract]:The learner's personality is the starting point of education. Teaching based on the study of the learner's personality is the art of education, which is the true meaning of education. Because learners' learning is a highly individualized activity. With the deepening of the basic education reform and the implementation of the new college entrance examination program, particular emphasis is placed on paying attention to the students' personality. Make every student different. But the current educational situation does not provide a mature environment for the implementation of basic education reform. Small class education, a form of class organization, can try to introduce high school students' growth tutoring system. While retaining the form of class teaching system to cultivate students' sociality, they can grasp the students' personality characteristics more pertinently, and make the students' special education plan based on the students' individualized characteristics. At the same time, as a new type of student growth guidance system, it can also solve the problem of walking classes. This study follows the basic paradigm of action research, with the aid of interview, observation, questionnaire investigation, writing research diary and so on. Based on the system construction of the student growth tutor system, this paper makes a thorough exploration of the problems occurring and existing in the course of implementation from the perspective of practical teaching problems. The results of this study are as follows: through action research, It has deepened the understanding of the student growth tutorial system, improved the ability of researchers to find problems, communicate results and evaluate the students' learning process and results, etc. It also summarizes a set of operable implementation models based on middle management team. The specific implementation mode of student growth tutorial system is students, teachers, management team, The educational environment and educational methods are coordinated to form a good interactive system of "student growth tutoring system based on the class teacher system". The conclusion of this study is:. The implementation of the tutoring system of student growth can have the following effects: from the school level, promote the influence of the school, promote the formation of a good three-dimensional education environment, from the teacher level, achieve the unity of "teaching" and "educating people". To promote teachers' professional level and reduce the working pressure of the head teacher, to discover the students' potential personality and strong points from the student level, to promote students' autonomy and all-round development, and to increase the students' attention. Through the implementation of the tutoring system for students' growth, we can combine the educational theory with the teaching practice, and solve the problem of low correlation between teaching and scientific research in the traditional education model.
【学位授予单位】：云南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G632.0

【相似文献】