新建本科高校辅导员学习共同体的构建反思
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摘要
新建本科院校的辅导员职业化建设还处于起步阶段,辅导员职业化程度不高,存在着职业理想缺乏、专业素养不高、培训体系不完善、缺乏交流合作平台等诸多问题。学习共同体是基于分享和合作的原则,为达成某一共同目标而成立的团体和组织。通过构建辅导员学习共同体,有助于新建本科高校辅导员职业化发展。新建本科高校辅导员学习共同体的构建时应注意平台建设多样化、成员组建差异化、结构设置针对化及机制保障常态化。
In newly established universities,the professional construction of counselors is still in the initial stage. The level of counselors' professionalism is not high. And other problems also exist,such as lack of professional ideal,low professional quality,imperfect training system and lack of communication and cooperation platform. Learning community is a group(or organization) established to achieve a common goal based on the principle of sharing and cooperation. Constructing a counselors' learning community will be very helpful to the professional development of counselors in newly established universities. During the construction,attentions should be paid to the diversification of platforms,the differentiation of counselor members,the targeting of structure setting and the normalization of guarantee mechanism.
In newly established universities,the professional construction of counselors is still in the initial stage. The level of counselors' professionalism is not high. And other problems also exist,such as lack of professional ideal,low professional quality,imperfect training system and lack of communication and cooperation platform. Learning community is a group(or organization) established to achieve a common goal based on the principle of sharing and cooperation. Constructing a counselors' learning community will be very helpful to the professional development of counselors in newly established universities. During the construction,attentions should be paid to the diversification of platforms,the differentiation of counselor members,the targeting of structure setting and the normalization of guarantee mechanism.
引文
[1] 崔海霞,孙钟玲,王舒婷.发展共同体:高校辅导员自主专业化新平台[J].高校辅导员学刊,2016,8(4):24-27.
[2] 史凌珊,吴文娟.高校辅导员工作团队建设研究——以福建省新建本科高校为例[J].教育观察,2017,6(19):51-52.
[3] 王圆圆.高校辅导员培训工作存在的问题及对策研究[J].高等继续教育学报,2014,27(1):52-54.
[4] 张亚平.农村小学教师学习共同体建构研究[D].扬州大学,2018.
[5] 唐彬,诸东涛.论高校辅导员共同体建设的可能性与困境[J].现代教育科学,2016(3):88-91+120.
[6] 刘丽云,任建华.学校共同愿景的生成[J].湖南大众传媒职业技术学院学报,2013,13(2):105-107.
[7] 王东明.高校辅导员学习共同体构建策略研究[J].贺州学院学报,2016,32(1):86-89.
[8] 刘雅超.“互联网+”时代的高校辅导员工作探微[J].齐齐哈尔师范高等专科学校学报,2017(4):79-81.
[9] 郝中超.移动网络学习共同体促进学习资源有效共享[J].农业网络信息,2013(7):119-122.
[10] 梁广东.基于学习与合作的高校辅导员学习共同体培育研究[J].牡丹江医学院学报,2017,38(1):162-164.
[2] 史凌珊,吴文娟.高校辅导员工作团队建设研究——以福建省新建本科高校为例[J].教育观察,2017,6(19):51-52.
[3] 王圆圆.高校辅导员培训工作存在的问题及对策研究[J].高等继续教育学报,2014,27(1):52-54.
[4] 张亚平.农村小学教师学习共同体建构研究[D].扬州大学,2018.
[5] 唐彬,诸东涛.论高校辅导员共同体建设的可能性与困境[J].现代教育科学,2016(3):88-91+120.
[6] 刘丽云,任建华.学校共同愿景的生成[J].湖南大众传媒职业技术学院学报,2013,13(2):105-107.
[7] 王东明.高校辅导员学习共同体构建策略研究[J].贺州学院学报,2016,32(1):86-89.
[8] 刘雅超.“互联网+”时代的高校辅导员工作探微[J].齐齐哈尔师范高等专科学校学报,2017(4):79-81.
[9] 郝中超.移动网络学习共同体促进学习资源有效共享[J].农业网络信息,2013(7):119-122.
[10] 梁广东.基于学习与合作的高校辅导员学习共同体培育研究[J].牡丹江医学院学报,2017,38(1):162-164.