【作者】 李建华；

【导师】 吴宝瑞；

【作者基本信息】 河北师范大学 ， 教育管理， 2020， 硕士

【摘要】 班级管理是实现育人目标的主要途径。从发展的眼光来看,激励是学生成长的加速剂,是教师在班级管理中常用的一种科学的学生管理方法。从教学实际中发现,初中生对于公平正义的敏感度很高,如果收到不公平对待,就会出现学习意愿低落、班级管理参与意识不高、情感冷漠等现象,对其人格发展和学业产生影响,不利于学生的自我管理和成长。因此,本研究基于公平认知视角研究初中班级管理中学生的公平感受,分析公平感失衡的原因,进而提出提升初中班级管理的有效激励策略。本研究围绕四部分展开,(1)从新课程改革的要求、学生发展的需要和班级管理的实际出发,阐述班级激励在班级管理和学生自主发展中的意义;(2)界定相关概念和阐述研究的理论依据;(3)基于公平认知视角对学生进行调查及对师生进行访谈,分析班级管理中学生公平感失衡的现象及问题归因;(4)结合自己的管理实践,基于程序公平、互动公平、结果公平视角从学校、教师、学生三个层面提出提升初中班级管理公平感的有效激励策略。本研究从学生公平认知视角去调查班级管理中问题,主要表现在:(1)程序公平方面,班级管理中学生参与度影响学生对管理的公平感,参与班级管理的学生认为公平度更高;(2)互动公平方面,激励的主体和激励形式单一,影响学生对管理中的公平感受和自我效能感,女生对互动公平的敏感度更高;(3)结果公平方面,激励的评价维度影响学生对管理公平的感受,成绩不同的同学对公平的感受不一样。影响班级管理中激励效果的因素有:(1)教师公平认知差异体现在,教师的全面发展的理念、全面激励的理念影响其对学生的关注的投入,影响学生对公平的感受;(2)学生的公平认知差异体现在,学生的利己偏好和自我归因的差异,影响其自身对公平的感受和认知。在公平认知视角下为班级管理提出的有效激励策略:(1)公平认知水平方面,提升师生的公平管理意识,认识学生对公平的需求;提升学生的公平认知水平,增加学生对班级管理的认同感;(2)程序公平方面,学校创建公平规范的管理环境,教师推进班级民主管理,引导学生积极参与班级的管理,提高学生的归属感;(3)互动公平方面,学校要营造和谐的互动对话文化,教师引导学生建设友善的班级文化,学生在和谐的生生互动中强化激励,进行自我持续激励;(4)结果公平方面,学校提供丰富多彩的展示平台,教师采用多元评价等方式进行激励,提高学生的正确归因能力和自我激励水平。更多还原

【Abstract】 Class management is the main way to achieve the goal of education.From the perspective of development,motivation is the accelerator of students’ growth,which is a scientific student management method commonly used by teachers in class management.From the teaching practice,it is found that junior high school students are highly sensitive to fairness and justice.If they are treated unfairly,there will be low willingness to learn,low awareness of class management participation,emotional indifference and other phenomena,which will have an impact on their personality development and academic performance,which is not conducive to students’ self-management and growth.Therefore,through the perspective of fairness cognition,this study studies the sense of fairness of middle school students in class management,analyzes the reasons for the imbalance of the sense of fairness,and then puts forward effective incentive strategies to improve the class management of junior high school.This study is carried out around four parts:(1)from the requirements of the new curriculum reform,the needs of students’ development and the reality of class management,this paper expounds the significance of class incentive in class management and students’ independent development;(2)defines the relevant concepts and expounds the theoretical basis of the research;(3)based on the perspective of fair cognition,it investigates students and interviews teachers and students to analyze class management The imbalance of middle school students’ sense of fairness and the causes of the problems;(4)combined with their own management practice,based on the perspective of procedural fairness,result fairness and interactive fairness,this paper puts forward effective incentive strategies to enhance the sense of fairness in junior middle school class management from three levels of school,teachers and students.This study investigates the problems in class management from the perspective of students’ fairness cognition.The main manifestations are as follows:(1)in terms of procedural fairness,students’ participation in class management affects students’ sense offairness to management,and students participating in class management think that fairness is higher;(2)results are square,and the evaluation dimension of motivation affects students’ perception of management fairness,and students with different grades share different scores In the aspect of interactive justice,the subject and form of motivation are single,which affects students’ sense of fairness and self-efficacy in management,and girls are more sensitive to interactive fairness.The factors that affect the effect of incentive in class management are as follows:(1)teachers’ awareness of fairness is reflected in the fact that the concept of teachers’ all-round development and overall motivation affects their attention and devotion to students and their feelings of fairness;(2)the differences of students’ fairness cognition are reflected in the differences of students’ self-interest preference and self attribution,which affect their own feelings and recognition of fairness Know.From the perspective of fairness cognition,the effective incentive strategies for class management are proposed as follows:(1)in terms of fairness cognition level,teachers and students’ awareness of fair management should be enhanced to understand students’ demand for fairness;students’ level of fairness cognition should be enhanced to increase students’ identification of class management;(2)in terms of procedural fairness,schools should create a fair and standardized management environment,and teachers should promote democratic management of classes In the aspect of interactive fairness,the school should create a harmonious interactive dialogue culture,teachers should guide students to build a friendly class culture,students should strengthen the incentive in the harmonious interaction between students and carry out self-sustaining incentive;(4)in terms of fair results,the school provides a colorful display platform for teachers In order to improve the students’ correct attribution ability and self motivation level,we should use multiple evaluation methods to encourage students.更多还原