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传统的班级管理模式倾向于管理主体“一元化”和“窄化”,班主任是管理的主体,强调主体的主宰性、权威性,忽视了学生既是班级管理的客体,又是班级管理的主体的双重身份;或者把管理当成少数学生的“专利”,大多数学生只能充当被管理或配角。“平民班长制”班级管理模式,是基于每一个学生既是教育主体又是教育客体,让班级管理中一切活动的设计和开展,都是为了满足学生成长和发展的需要。
The traditional class management model tends to the management of “universalization” and “narrowing”. The class teacher is the main body of management, emphasizing the dominant and authoritative nature of the subject, ignoring that the student is not only the subject of class management, but also the subject of class management. Identity; or “patents” that treat management as a minority of students, most students can only be managed or supporting roles. The “classic shift leader system” class management model is based on the fact that each student is both an education subject and an education object, allowing the design and development of all activities in class management, all in order to meet the needs of students’ growth and development.