基于催化理论的高校班级管理模式构建
|
摘要
高校班级管理模式是高校育人体系的重要组成部分,当前的班级管理模式缺乏组织活跃性、人文弹性和组织执行抓手,导致班级管理缺乏有效性与持续性。基于此,引入工业催化的基本原理,催化概念观照下的高校班级管理以班委、党支部和团总支学生会为活性组分,以提供学生自我管理的制度机制为载体,以辅导员、任课教师、班主任和学生家长的指导引导为助剂。通过完善制度性载体,加强助剂的宏观指导,充分发挥活性组分的催化活力,快速高效地解决班级管理过程中的相关问题。从制度导向、家校共建、班团建设、朋辈互助和自我管理五个方面,构建高校班级催化型管理机制,形成良性的运行机制与组织管理模式。
The class management mode of colleges and universities is an important part of the university education system. However, the current class management model lacks organizational activeness, humanistic flexibility and organizational execution, resulting in lack of effectiveness and continuity of class management. Based on this, by actively introducing the principle of industrial catalysis, the college-level class management is to set the class committee, the party branch and the student union of Youth League general branch as the active components of students, and to provide the institutional mechanisms as the carrier in the process of student self-management, as well as, to set the guidance of counselors, lecturers, head teachers and parents as the auxiliary. By perfecting institutional carriers, strengthening the macro guidance of auxiliaries, and giving full play to the catalytic activity of active components, it can find the catalyst that could quickly and efficiently solve related problems in the process of class management. Through institutional orientation, home-school construction, group building, peer-to-peer mutual assistance, and self-management, an efficient class-based catalytic management mechanism is established to form a benign class operation and organizational management model.
The class management mode of colleges and universities is an important part of the university education system. However, the current class management model lacks organizational activeness, humanistic flexibility and organizational execution, resulting in lack of effectiveness and continuity of class management. Based on this, by actively introducing the principle of industrial catalysis, the college-level class management is to set the class committee, the party branch and the student union of Youth League general branch as the active components of students, and to provide the institutional mechanisms as the carrier in the process of student self-management, as well as, to set the guidance of counselors, lecturers, head teachers and parents as the auxiliary. By perfecting institutional carriers, strengthening the macro guidance of auxiliaries, and giving full play to the catalytic activity of active components, it can find the catalyst that could quickly and efficiently solve related problems in the process of class management. Through institutional orientation, home-school construction, group building, peer-to-peer mutual assistance, and self-management, an efficient class-based catalytic management mechanism is established to form a benign class operation and organizational management model.
引文
[1]苏益南.完全学分制下的本科生导师制管理[J].江苏大学学报(高教研究版),2002,24(1):70-72.
[2]张灵.本科生导师制下的创新创业训练计划管理模式[J].中国高校科技,2016,26(7):79-81.
[3]胡延斌,王锃.班级管理的企业对接[J].教育与职业,2010(16):66-67.
[4]佘婷婷,袁华.班级制度化管理的层次[J].教学与管理,2005,22(29):14-15.
[5]孙士芹,英配昌.论学校制度的人性化管理功能[J].基础教育,2009,6(4):17-20.
[6]陈宏友.制度化与人性化的融合:高校教师管理的理想选择[J].教育与职业,2008(12):43-45.
[7]董泽芳,张继平.高校目标管理的主要特征及实施策略[J].高等教育研究,2008,29(11):38-44.
[8]董泽芳,何青.高校目标管理面临的困惑与思考[J].高教发展与评估,2009,25(4):23-31,121.
[9]邓小华.构建人本取向的高校学生管理观念体系[J].高校教育管理,2010,4(4):71-75.
[10]李双.我国高校参与式管理模式研究[D].重庆:重庆师范大学,2009:16-20.
[11]周丕,孙蕾.小组合作模式下班级自主化管理的探索与实践[J].教育理论与实践,2012,32(23):19-21.
[12]杨忠东.论高校学生自治管理[J].学校党建与思想教育,2014,32(15):71-73.
[13]黄仲涛,耿建铭.工业催化[M].第2版.化学工业出版社,2006:28.
[14]张继光.催化剂制备过程技术[M].第2版.中国石化出版社,2011:30-32.
[15]周学智,王子安,高思航.高校共青团改革视域下党团班协同育人研究与实践[J].黑龙江教育(高教研究与评估),2018,73(5):75-77.
[16]刘莉,杜洁.高校愿景班级建设中的过程管理模式初探[J].教育与教学研究,2009,23(3):62-65.
[17]李焰,杜洁.以共同愿景建设推进高校班级组织文化重构[J].四川师范大学学报(社会科学版),2010,37(1):80-84.
[18]李方红,吕以新.家校协作的新趋势:共建共生[J].现代中小学教育,2014,30(5):95-98.
[19]罗玉华,王小运,陈虹璇.习近平青年观指导下的高校朋辈自助互助心理教育研究[J].中国成人教育,2018,27(13):69-73.
[2]张灵.本科生导师制下的创新创业训练计划管理模式[J].中国高校科技,2016,26(7):79-81.
[3]胡延斌,王锃.班级管理的企业对接[J].教育与职业,2010(16):66-67.
[4]佘婷婷,袁华.班级制度化管理的层次[J].教学与管理,2005,22(29):14-15.
[5]孙士芹,英配昌.论学校制度的人性化管理功能[J].基础教育,2009,6(4):17-20.
[6]陈宏友.制度化与人性化的融合:高校教师管理的理想选择[J].教育与职业,2008(12):43-45.
[7]董泽芳,张继平.高校目标管理的主要特征及实施策略[J].高等教育研究,2008,29(11):38-44.
[8]董泽芳,何青.高校目标管理面临的困惑与思考[J].高教发展与评估,2009,25(4):23-31,121.
[9]邓小华.构建人本取向的高校学生管理观念体系[J].高校教育管理,2010,4(4):71-75.
[10]李双.我国高校参与式管理模式研究[D].重庆:重庆师范大学,2009:16-20.
[11]周丕,孙蕾.小组合作模式下班级自主化管理的探索与实践[J].教育理论与实践,2012,32(23):19-21.
[12]杨忠东.论高校学生自治管理[J].学校党建与思想教育,2014,32(15):71-73.
[13]黄仲涛,耿建铭.工业催化[M].第2版.化学工业出版社,2006:28.
[14]张继光.催化剂制备过程技术[M].第2版.中国石化出版社,2011:30-32.
[15]周学智,王子安,高思航.高校共青团改革视域下党团班协同育人研究与实践[J].黑龙江教育(高教研究与评估),2018,73(5):75-77.
[16]刘莉,杜洁.高校愿景班级建设中的过程管理模式初探[J].教育与教学研究,2009,23(3):62-65.
[17]李焰,杜洁.以共同愿景建设推进高校班级组织文化重构[J].四川师范大学学报(社会科学版),2010,37(1):80-84.
[18]李方红,吕以新.家校协作的新趋势:共建共生[J].现代中小学教育,2014,30(5):95-98.
[19]罗玉华,王小运,陈虹璇.习近平青年观指导下的高校朋辈自助互助心理教育研究[J].中国成人教育,2018,27(13):69-73.