【作者】 宫红霞；

【导师】 唐荣德；

【作者基本信息】 广西师范大学 ， 教育学原理， 2006， 硕士

【摘要】 课堂纪律作为保障课堂教学活动顺利进行以实现教育教学目的的手段,是人们一直关注的重要议题。目前我国正从传统社会向现代社会转型,社会规范、个人生存方式和社会活动方式都发生了重大变化,人的主体性凸显。而我国新的一轮课程改革也突出了个人权利和自由,注重培养学生的独立性和自主性,提倡创新,给个体更多的发展空间。社会和教育的变革要求我们必须重新审视和探讨课堂纪律,以有效的达成新课程的目标。本文在分析了纪律和课堂纪律这两个核心概念的基础上,做出了关于这两个核心概念的界定。本研究认为纪律是组织维护其利益,形成组织活动秩序而制定的要求其成员遵守的行为规范,课堂纪律是指在课堂教学情境中教师为了维持班级秩序、保证教学活动和学生学习活动顺利进行而要求学生必须遵守的一系列行为规范。具体在课堂情境中是指在课堂教学情境中由教师促成的、学生参与的间接指向学生学习活动的旨在维护正常的课堂秩序和促进学生学习活动顺利进行的一系列行为规范。本研究通过对以往课堂纪律的研究总结出:以往的课堂纪律理论都是注重强调课堂纪律的规范性和教师的控制,将学生这么一个完整的个体割裂开来,忽略学生在课堂纪律中的个性成长和整体发展。而本研究的创新之处恰恰在于在新课程改革的背景下探讨课堂纪律对学生发展的意义,将课堂纪律视为促进学生内在发展的教育因素来考察。随着新课程改革的实施,学生的学习方式发生改变,学生的主体性凸显。过去那种强调教师权威,以教师为中心,忽视学生人格尊严和个性差异的固有管理模式显然己不再适应新课程改革的要求。在这种条件下审视我国中学课堂纪律,就会发现目前我国中学课堂纪律存在的问题是在社会强调个体差异性和独特性发展的时候,我们的教育仍然徘徊在维护规范性的固有模式上,具体表现在:课堂纪律片面突出规范性目标,忽视教育的发展性目标;课堂纪律指向学生驯顺身体的形成;课堂纪律忽视教师作为教育者的权威;课堂纪律追求奖惩性评价。究其原因是工业化生产与生活模式的影响,它使学校教育异化,从而直接导致课堂纪律的工具性;单纯社会本位目的的制约,它偏重社会需要,造就了人的工具性和被使用性;教师权威与学生自主的失协,教师权威与学生自主在教育实践中被绝对对立,教师权威的高扬造就学生的被动与服从;教师的学生发展观背离学生发展实际,教师不恰当的学生发展观导致了奖惩性评价的运用,成人管教压制了学生自主渴望。通过对目前我国中学课堂纪律中存在的问题的分析,本研究提出以下重建策略:社会要营造和谐的环境,崇尚创新、平等、自由和宽容;学校要在新课程背景下实现工具性纪更多还原

【Abstract】 As an effective way of realizing the education goal and ensuring the smooth instruction, classroom discipline has always been an important issue which educators focus on. At the same time, since our country is being in transitional period from the traditional society to a modern one, the social norms, people’s lifestyles as well as social activities have changed fundamentally. Human’subjectivity, like individual rights and freedom, are highlighted in the current round curriculum reform. In this curriculum reform, more attention is attached to developing students’ability of independence and creativity. Meanwhile, more opportunities are provided for individual development. The innovation both in society and education calls for our reexamination and discussion of classroom discipline so as to realize the aim of the new curriculum.This article has analyzed these two cores concept foundation : the discipline and the classroom discipline, and have made about these two cores concept definition. This research thought each kind of rule and the standard which the discipline is each kind of organization for maintain the overall benefit and which the normal order but formulates request its member must observe, the classroom discipline is refers in the classroom instruction situation the teacher in order to maintain the class and grade order, the guarantee teaching activity and the student learning activity smoothly carries on but requests a series of behavior standards which the student must observe. In specific classroom situation, classroom discipline refers to a series of behavior standards, which is under the ad vocation of the teacher, with the participation of the students, aiming at maintaining normal class order and promoting the development of students.With an overall study of the previous research on classroom discipline, the following conclusion is made: the former theories of the classroom discipline attaches great importance to its function as a standard as well as the teachers’controlling of the classroom, separating a student from the whole class, neglecting the individual growth and all-round development. The innovation of this research lies in discussing the significance of classroom discipline on students’development against the background of new curriculum reform, treating classroom discipline as educational factor for promoting intrinsic development of students.With the implementing of the reform of the new curriculum, students’learning methods have changed a lot ,so the old management style, which emphasizes teachers’authority ,focusing on the teachers only, neglecting students’dignity and individuality ,is quite out of date now .Scrutinizing the classroom discipline under this condition .it is easy to discover : there are some problems of middle school classroom discipline in our country; when individual differentia and the distinctive development are emphasized in this society, our education still maintain the traditional pattern which focuses on unity, displayed as follows: the function of classroom discipline as a standard is unilaterally highlighted; the goal of education as development is neglected; teachers have no good idea of the function of classroom discipline, neglecting the educational更多还原