【摘要】：目前,我國(guó)正朝著全面構(gòu)建“和諧社會(huì)”的目標(biāo)奮斗,和諧社會(huì)首先應(yīng)是人際和諧的社會(huì)。從人格和諧到人際和諧到社會(huì)和諧,這是一個(gè)依次建構(gòu)的過程。教育是社會(huì)系統(tǒng)的重要組成部分,要為“和諧社會(huì)”構(gòu)建服務(wù)。學(xué)校作為教育的基層組織,學(xué)校教育的成敗得失與學(xué)校教育環(huán)境中的人際關(guān)系高度相關(guān)。學(xué)校人際關(guān)系處理得好,關(guān)系和諧,學(xué)校就會(huì)“政通人和”,“校和萬(wàn)事興”。 本文運(yùn)用和諧理論、系統(tǒng)理論、人本理論作為理論基礎(chǔ),說(shuō)明構(gòu)建和諧學(xué)校內(nèi)部關(guān)系的必要性,分析學(xué)校內(nèi)部失諧現(xiàn)象及其原因,并提出有針對(duì)性的具體措施。全文共分為三部分:第一部分界定了和諧學(xué)校人際關(guān)系。和諧學(xué)校人際關(guān)系與良好的學(xué)校人際關(guān)系既有共同點(diǎn),也有不同點(diǎn)。良好的學(xué)校人際關(guān)系通常指情感關(guān)系,和諧的學(xué)校人際關(guān)系是在組織關(guān)系基礎(chǔ)上生成的人際關(guān)系。和諧的人際關(guān)系必然是一種良好的狀態(tài)。第二部分列舉了學(xué)校人際關(guān)系失諧現(xiàn)現(xiàn)象:領(lǐng)導(dǎo)班子內(nèi)部責(zé)權(quán)不明,關(guān)系不清,領(lǐng)導(dǎo)與教師互不理解、信任,教師之間文人相輕,教師與學(xué)生關(guān)系異化,并分析了人際關(guān)系失諧原因。第三部分提出構(gòu)建和諧學(xué)校人際關(guān)系的具體設(shè)想:以人為本,整體協(xié)調(diào),學(xué)校所有成員共同努力,促進(jìn)和諧人際關(guān)系的實(shí)現(xiàn)。
[Abstract]:At present, our country is striving towards the goal of building a harmonious society in an all-round way. From personality harmony to interpersonal harmony to social harmony, this is a process of construction in turn. Education is an important part of the social system and should serve for the construction of a harmonious society. As a basic organization of education, the success or failure of school education is highly related to the interpersonal relationship in the school education environment. If the school manages the interpersonal relationship well and the relationship is harmonious, the school will be "political and friendly" and "school and everything will be prosperous." Based on the theory of harmony, system and humanism, this paper explains the necessity of constructing harmonious school internal relations, analyzes the phenomenon of school internal detuning and its causes, and puts forward some specific measures. The full text is divided into three parts: the first part defines the harmonious school interpersonal relationship. Harmonious school interpersonal relationship and good school interpersonal relationship have both similarities and differences. Good school interpersonal relationship usually refers to emotional relationship and harmonious school interpersonal relationship is a kind of interpersonal relationship generated on the basis of organizational relationship. Harmonious interpersonal relationship must be a good state. The second part enumerates the phenomenon of school interpersonal disharmony: the responsibility of the leading group is unclear, the relationship is not clear, the leaders and teachers do not understand each other, trust, the literati between teachers are light, the relationship between teachers and students is alienated. And analyzed the reason of interpersonal relationship detuning. The third part puts forward the concrete idea of constructing harmonious school interpersonal relationship: people-oriented, overall coordination, all members of the school work together to promote the realization of harmonious interpersonal relationship.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2006
【分類號(hào)】：G471

【引證文獻(xiàn)】

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相關(guān)碩士學(xué)位論文 前5條

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本文編號(hào)：2359962