本文選題：學校價值觀 + 形成��； 參考：《山西大學》2009年碩士論文

【摘要】： 學校價值觀是一種以學校為主體的價值觀念,是在學校中占主導地位的,為學校絕大多數(shù)師生員工所共有的、關(guān)于教育、教學和管理等客觀對象的意義的總的觀點和看法。學校價值觀具有共享性、穩(wěn)定性、理想性、實踐性等特點,它在學校管理中具有導向作用、凝聚作用和規(guī)范作用。學校價值觀形成的過程中包含兩個大的步驟:確立學校價值觀和培育學校價值觀。一所學校首先要明確自己的價值追求,然后在教育教學實踐中培育學校價值觀,也就是通過各種方式使學校確立的價值觀深入全體師生員工心中,并最終內(nèi)化為全體師生員工的價值觀,從而達到用學校價值觀規(guī)范師生員工的行為、對學校進行有效管理的目的。學校在形成學校價值觀的過程中應(yīng)遵循一些共性的原則。 本文以學校價值觀的形成展開研究,通過對學校價值觀的概念、特征、作用等幾個方面進行深入研究,并對學校價值觀的形成過程做了分析,在此基礎(chǔ)上形成了一套包括標志、原則、步驟等有利于當今學校的學校價值觀形成可參照借鑒的形成模式。 本文在第一章引論中主要對學校價值觀形成的問題提出進行了簡略的闡述,并對當前已有的研究成果進行初淺的評析;第二章對學校價值觀的概念、特征、種類及作用四個方面做了基礎(chǔ)理論研究;第三章到第六章對標志、原則、步驟和途徑等一套學校價值觀的形成模式進行實踐操作層面的研究。 在理論研究層面,筆者認為學校價值觀是指學校在經(jīng)營過程中形成的最為核心的能夠指導全體師生員工發(fā)展并能被全體成員都普遍接受認可的、能夠體現(xiàn)真善美的群體價值觀。它具有共享性、穩(wěn)定性、理想性、實踐性、復合性五個特征。而在實際操作層面中,筆者認為,學校價值觀培育的標志是要建立一種兼顧整體與個體的多元內(nèi)容的價值觀。學校價值觀形成過程中應(yīng)遵循堅持共性與個性相統(tǒng)一的原則,堅持繼承與創(chuàng)新相統(tǒng)一原則,堅持榜樣激勵原則等幾項原則。學校價值觀形成的步驟包括調(diào)研評估、討論確認、宣傳推廣、教育培訓和修正更新。最后,在一定目標和原則的指導下,從改善學校環(huán)境、重視課堂教學、強化學校管理、重視標榜示范和規(guī)范學校制度幾個方面對學校價值觀的形成進行培育。
[Abstract]:School value is a kind of value concept which takes the school as the main body and is dominant in the school. It is shared by most of the teachers and students of the school and has a general view on the significance of the objective objects such as education, teaching and management. School values have the characteristics of sharing, stability, ideal and practice, which play a guiding role, a cohesive role and a normative role in school management. There are two major steps in the formation of school values: establishing school values and cultivating school values. A school must first clarify its own value pursuit, and then cultivate school values in the practice of education and teaching, that is, through various ways to make the values established in the school go deep into the hearts of all teachers and students. Finally, it is internalized as the values of all teachers and students, so as to standardize the behavior of teachers and students with school values and to manage the school effectively. Schools should follow some common principles in the process of forming school values. In this paper, the formation of school values, through the concept of school values, characteristics, role and other aspects of in-depth research, and the formation of school values to do an analysis of the process, on the basis of the formation of a set of including signs, Principles, steps and so on are conducive to the formation of school values in today's schools can be referred to the formation model. In the first chapter of the introduction, this paper briefly expounds the formation of school values, and makes a preliminary analysis of the existing research results. Chapter two is about the concept and characteristics of school values. In chapter three to chapter six, the author studies the formation mode of school values, such as signs, principles, steps and approaches. On the theoretical level, the author believes that the school values are the most core values which can guide the development of all teachers and students and be accepted by all members, and can reflect the true, the good and the beautiful. It has five characteristics: sharing, stability, ideal, practicality and compounding. On the practical level, the author thinks that the symbol of school value cultivation is to establish a value that takes into account the whole and individual multi-content. In the formation of school values, we should adhere to the principles of the unity of commonness and individuality, the unity of inheritance and innovation, and the principle of encouragement by example. The steps in the formation of school values include research, assessment, discussion, promotion, education and training, and revision and updating. Finally, under the guidance of certain goals and principles, the formation of school values is cultivated from the following aspects: improving the school environment, attaching importance to classroom teaching, strengthening school management, attaching importance to demonstration and standardizing the school system.
【學位授予單位】：山西大學
【學位級別】：碩士
【學位授予年份】：2009
【分類號】：G41

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