本文選題：校級(jí) + 學(xué)生小干部　； 參考：《華東師范大學(xué)》2016年碩士論文

【摘要】：在小學(xué)階段,少先隊(duì)組織通過大隊(duì)、中隊(duì)、小隊(duì)三級(jí)聯(lián)動(dòng)體系、規(guī)范化儀式、自主性活動(dòng)、自我教育等,有目的、有計(jì)劃地為學(xué)生提供了一個(gè)逐步完善、充分發(fā)展的空間。成為學(xué)生干部對(duì)于學(xué)生來說,是一次特別的角色體驗(yàn),是深入經(jīng)歷組織生活、主動(dòng)把握自我發(fā)展的角色選擇。本研究聚焦校級(jí)學(xué)生小干部的角色形成,以大隊(duì)委員為對(duì)象,采用角色分析的研究視角,主要從以下四個(gè)方面展開：第一部分,在重新認(rèn)識(shí)校級(jí)學(xué)生干部與少先隊(duì)教育的重要性后,在現(xiàn)有文獻(xiàn)資料基礎(chǔ)上,綜述了小學(xué)班干部角色和高校校級(jí)學(xué)生干部角色的相關(guān)研究,并對(duì)其進(jìn)行了比較與分析。在對(duì)校級(jí)學(xué)生干部角色、角色叢、角色形成等核心概念進(jìn)行界定之后,本研究進(jìn)一步提出了研究問題,明晰了研究方法與研究意義。第二部分,就校級(jí)學(xué)生小干部的個(gè)人成長來看,家庭中的孩子、學(xué)校里的學(xué)生、少先隊(duì)組織中的少先隊(duì)員、各級(jí)學(xué)生組織中的學(xué)生干部、校級(jí)學(xué)生干部等構(gòu)成了其角色復(fù)合體。在探討了學(xué)生干部與學(xué)生、成人干部以及學(xué)生干部的區(qū)別之后,本研究確認(rèn)了大隊(duì)委員的價(jià)值性,并進(jìn)而分析了大隊(duì)委員的角色聯(lián)系體,包括輔導(dǎo)員、班主任、學(xué)校其他教師等教師群體,同學(xué)、其他學(xué)生干部等同輩群體,家長群體及社會(huì)人士等。由角色復(fù)合體與角色聯(lián)系體構(gòu)成的角色叢對(duì)大隊(duì)委員的角色形成有重要影響。第三部分,聚焦角色形成的獨(dú)特性,從過程性、革新性、發(fā)展性、生成性四個(gè)特征進(jìn)行分析,并對(duì)實(shí)然狀態(tài)下大隊(duì)委員的角色形成進(jìn)行整體性、動(dòng)態(tài)性的考察。本研究從角色期待、角色認(rèn)知、角色獲取、角色行為等方面展開分析,并對(duì)其角色沖突進(jìn)行反思。論文進(jìn)一步探討了角色形成與角色扮演、角色意識(shí)與自我意識(shí)的關(guān)系,從而深化了對(duì)大隊(duì)委員角色形成的認(rèn)識(shí)。第四部分,論文從綜合能力、性格、價(jià)值取向三個(gè)方面分析了大隊(duì)委員的成長。同時(shí),在對(duì)來自于輔導(dǎo)員與家長的問題進(jìn)行反思的基礎(chǔ)上,進(jìn)一步提出了提升組織教育品質(zhì)、形成輔導(dǎo)員教育智慧、實(shí)現(xiàn)家長成長、強(qiáng)化研究意識(shí)四項(xiàng)建議,以促進(jìn)大隊(duì)委員的價(jià)值實(shí)現(xiàn)。
[Abstract]:In the primary school stage, the Young Pioneers organization provides a perfect and fully developed space for the students through the three-level linkage system of the brigade, the middle team and the small team, the standardized ceremony, the autonomous activities, the self-education, and so on. Being a student cadre is a special role experience for the students, it is a role choice to go through the organization life and grasp the self-development actively. This study focuses on the formation of the role of student cadres at the school level, taking the members of the brigade as the object, using the perspective of role analysis, mainly from the following four aspects: the first part, On the basis of the existing literature, this paper summarizes the research on the role of class cadres in primary schools and the roles of student cadres in colleges and universities, and makes a comparison and analysis of the roles of the class cadres and student cadres in colleges and universities after the re-understanding of the importance of the education of the student cadres and the Young Pioneers at the school level. After defining the core concepts of the role, role cluster and role formation of student cadres at school level, this study further puts forward the research issues and clarifies the research methods and significance. In the second part, as far as the personal growth of the small cadres of students at the school level is concerned, the children in the family, the students in the school, the young pioneers in the organizations of the young pioneers, the student cadres in the student organizations at all levels, the student cadres at the school level, and so on constitute the complex of their roles. After discussing the difference between student cadres and students, adult cadres and student cadres, this study confirms the value of the members of the brigade, and then analyzes the role of the team committee members, including counselors, class teachers, Other school teachers and other groups of teachers, students, other student cadres and other peer groups, parents and social personage. The role cluster composed of the role complex and the role association has an important influence on the formation of the role of the team members. The third part focuses on the uniqueness of the formation of the role, from the process, innovation, development, generation of four characteristics of analysis, and the real state of the formation of the role of members of the whole, dynamic investigation. This study analyzes the role expectation, role cognition, role acquisition and role behavior, and reflects on the role conflict. The relationship between role formation and role playing, role consciousness and self-consciousness is discussed in order to deepen the understanding of the formation of team committee members' role. In the fourth part, the paper analyzes the growth of team members from three aspects: comprehensive ability, character and value orientation. At the same time, on the basis of reflection on the problems from counselors and parents, four suggestions are put forward to improve the quality of organizational education, to form the educational wisdom of counselors, to realize the growth of parents, and to strengthen the research consciousness. In order to promote the realization of the value of the members of the brigade.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G625.5

【相似文獻(xiàn)】

相關(guān)期刊論文 前2條

1 華樺;;時(shí)間 空間 權(quán)威——小學(xué)生角色形成三要素的探析[J];北京教育(普教版);2006年Z1期

2 ;[J];;年期

相關(guān)碩士學(xué)位論文 前1條

1 姚琳;論校級(jí)學(xué)生小干部的角色形成[D];華東師范大學(xué);2016年

，

本文編號(hào)：1977134