【作者】 张波；

【导师】 慈玲玲； 王松壮；

【作者基本信息】 鲁东大学 ， 教育硕士（专业学位）， 2022， 硕士

【摘要】 中职生违纪行为一直是职业教育管理领域一个重要的前沿研究对象和教育实践难题。在中等职业学校,作为一线管理者的班主任普遍存在着如何有效处理学生违纪行为的烦恼与困惑。本研究从班主任实施管理的角度出发,通过探究班主任管理方式对中职生违纪行为的影响,进一步揭示何种班主任管理方式是有助于减少、终止学生违纪行为,以期为班主任和学校制订适合中职生的管理教育方案提供有力的实证支持。基于积极青少年发展理论和实际工作情况,本研究采用挪威Stavanger大学Edvin Bru教授编制的学生对班级管理的反馈及违纪行为自我报告问卷对泰安市两所中等职业学校的986名学生进行施测,同时依托对四位优秀班主任的访谈以更好地把握班主任管理行为的意义。通过SPSS24.0和Amos18.0将班主任管理方式的四个维度数据(班主任学习支持、班主任情感支持、班主任有效监管和学生自主水平)与违纪行为的三个维度数据(任务分心、顶撞教师和欺凌)进行系统分析,从而发现班主任学习支持、情感支持和学生自主管理水平同时对学生顶撞教师行为有着显著的负向影响;班主任学习支持和学生自主管理水平对任务分心行为有着显著负向影响,学生欺凌行为仅与班主任学习支持行为的影响呈显著性,但班主任的监管对学生的各种违纪行为影响并不显著。因此,我们认为民主型的班主任管理方式往往给予学生更多的学习和情感支持同时适当放权充分调动学生自我管理积极性,有助于建立良好师生关系,使学生认同也更愿意接受班主任的管理方式,因而有助于引导、减少或终止中职生违纪行为。基于此,对中职学生违纪行为提出针对性的班主任管理方式建议:一是关注学生的兴趣,提供学习支持,二是掌握沟通艺术,注重情感支持;三是尊重赢得合作,进行有效监管;四是激发学生心力,培养自主行为。总之,本研究进一步拓宽和更新了班主任管理方式对中职学生违纪行为影响的相关内容,立足积极青少年发展视角看待中职学生违纪行为,从班主任管理方式入手,探寻从学习支持、情感支持、有效监管、自主行为四个维度如何更好地、有效地引导学生在思想、行为上发生转变从而减少或终止违纪行为,促进学生健康成长与全面发展。更多还原

【Abstract】 Disciplinary behavior of secondary vocational students has always been an important frontier research object and practical practical problem in the field of vocational education management.In secondary vocational schools,the head teachers,who are front-line managers,generally have troubles and confusions about how to effectively deal with students’ disciplinary violations.This study starts from the perspective of the head teacher’s implementation of management,by exploring the influence of the head teacher’s management method on the disciplinary violations of secondary vocational students,and further reveals what kind of head teacher’s management method is helpful to reduce and terminate students’ disciplinary violations,in order to formulate suitable middle school students for the head teacher and school.Management education programmes for vocational students provide strong empirical support.Based on the theory of positive adolescent development and the actual work situation,this study used the students’ feedback on class management and self-report questionnaire of disciplinary violations compiled by Professor Edvin Bru of Stavanger University in Norway to test 986 students in two secondary vocational schools in Tai’an City.Relying on the interviews with four outstanding class teachers,we can better grasp the significance of the management behavior of the class teachers.Through SPSS24.0 and Amos18.0,the four-dimensional data of the head teacher’s management method(the head teacher’s learning support,the head teacher’s emotional support,the head teacher’s effective supervision and the level of student autonomy)and the three-dimensional data of disciplinary behavior(task distraction,contradicting teachers and bullying)for correlation analysis and regression analysis.The study found that the class teacher’s learning support,emotional support behavior and students’ self-management level also had a significant negative impact on students’ confrontation with teachers;The influence of class teacher’s learning support behavior is significant,but the influence of class teacher’s supervision on students’ various disciplinary behaviors is not significant.Based on this,we believe that democratic head teachers tend to give students more learning and emotional support,while appropriately delegating power to fully mobilize students’ enthusiasm for self-management,which helps to establish a good teacher-student relationship,and makes students agree and are more willing to accept the management of the head teacher.Helps to eliminate disciplinary violations by secondary vocational students.Therefore,this paper puts forward some suggestions on the management methods of class teachers for the disciplinary violations of secondary vocational students: one is to pay attention to the interests of students to effectively guide students to study;the other is to master communication skills with students and establish harmonious teacher-student relationship;the third is to respect students On the premise of effective supervision of students;the fourth is to stimulate the motivation of students’ inner development,so that students’ inner emotions can be satisfied.In conclusion,this study further broadens and updates the content of the behaviors managed by the head teacher and the typical disciplinary behavior of secondary vocational students.View students’ disciplinary behavior from the perspective of positive youth development,and provide students with targeted care and support based on the direction of the head teacher’s management,so as to more effectively guide students to change their thoughts and behaviors,and promote their healthy growth and all-round development.更多还原