【作者】 王辉；

【导师】 王哲先；

【作者基本信息】 郑州大学 ， 教育硕士（教育管理）（专业学位）， 2023， 硕士

【摘要】 《中国学生发展核心素养》明确将自我管理作为当代学生必备的核心素养之一。多元共治是教育治理体系现代化的重要要求,而学生作为教育的主体,其自我管理的发展对教育治理发挥多元主体性至关重要。“双减”政策实施后,课后服务回归学校主导,学生自我管理能力的培养是课后服务的价值之一,同时课后服务具有培养学生自我管理的天然优势,是提高学生自我管理能力的重要途径。针对目前教育制度与教育政策存在的差距,从学生自我管理的角度探索课后服务实施具有一定的理论意义和实践意义。本研究以自我教育理论、社会认知理论为理论基础,通过对郑州市Z区小学五、六年级学生进行问卷调查,了解小学高年级学生课后服务中自我管理的现状,结合对相关学校领导、教师、学生的访谈,分析小学高年级学生课后服务中自我管理存在的问题及原因,提出小学高年级学生课后服务中自我管理的提升对策。本研究在对以往相关文献总结基础上,自编问卷,问卷包括社会性管理、知识时间管理、行为心理管理3个大维度,以河南省郑州市Z区小学高年级学生为研究对象,回收问卷620份,有效问卷601份,有效率为96.9%。调查结果显示:郑州市Z区小学高年级学生课后服务中自我管理水平总体一般,未达到优秀水平;各维度得分由高到低依次是行为心理管理、知识时间管理、社会性管理;此外,六年级学生、未担任班干部学生、成绩较低学生、课后服务内容由学生决定下的学生、课后服务内容由学校统一安排下的学生、参加特长类课程学生的自我管理得分较低。根据问卷调查结果,结合访谈资料,本文从学生、教师、学校三个层面上对郑州市Z区小学高年级学生课后服务中自我管理整体上和不同特征群体上进行探讨,分析存在的问题,并对问题产生的原因进行分析。整体上看,学生自我管理总体水平有待提高,教师对学生自我管理缺乏有效指导,学校在学生自我管理的开展上缺乏制度保障;不同群体学生来看,六年级学生、未担任班干部的学生、成绩较差的学生、课后服务内容由学生决定或学校统一安排下的学生、参与特长类课程的学生自我管理水平相对较低。背后原因,学生方面:自我认识不充分、目标设置不合理、自我管理意识不强、学习时间安排不合理、情绪管理能力差、缺乏锻炼的机会、自我效能感较差、学习热情低、不善于交流沟通、集体意识薄弱。学校方面:缺乏对学生课后服务中自我管理表现的评价标准,缺乏对参与课后服务教师的评判激励措施,缺乏联动家长、社区、公共活动中心等外界力量共建课后服务的平台。教师方面:工作任务繁重,没有动力和精力关注学生自我管理,自我管理素养较低。针对原因,笔者提出了相应的解决对策。学生方面:合理分配学习时间和休息时间、设置科学有效的目标、加强自身班级角色定位、提高社交能力、增强集体意识。教师方面:激发学生自我管理动力、指导学生课后服务自我管理的方法、采用多元化评价标准、关注情绪变化并进行有效沟通、帮助学生找到自身发展方向、完善学生干部选用机制、转变成绩较差学生的自我认识、提升自身自我管理素养、多给学生自我管理的锻炼机会、创设形式多样的活动情境。学校方面:因材施教,灵活选择课后服务内容形式、传递客观正确的学生评价标准、构建与社区、家长等外界合作的课后服务平台、建立综合客观的课后服务学生评价标准、建立课后服务教师评奖体系。更多还原

【Abstract】 "Core Competencies and Values for Chinese Students’Development"clearly regards self-management as one of the necessary core qualities of contemporary students.Multi-dimensional co-governance is an important requirement of the modernization of education governance system,and as the main body of education,the development of students’self-management is crucial to the diversified subjectivity of education governance.After the implementation of the"double reduction"policy,after-school service returns to the leadership of the school.The cultivation of students’self-management ability is one of the values of after-school service.At the same time,after-school service has the natural advantage of cultivating students’self-management,and is an important way to improve students’self-management ability.In view of the gap between the current education system and the education policy,it is of certain theoretical and practical significance to explore the implementation of after-school service from the perspective of students’self-management.This study takes self-education theory,social cognitive theory as the theoretical basis.Through a questionnaire survey of fifth and sixth grade students in elementary school in Z district of Zhengzhou City to understand the current situation of self-management in after-school service for high-level graders in primary school,then combined with interviews with relevant school leaders,teachers and students,this paper analyzes the problems and causes of self-management in after-school services for high-level graders in primary school,and puts forward countermeasures to improve self-management in after-school services for high-level graders in primary school.On the basis of summarizing the previous relevant literature,this study compiled questionnaires,which included three dimensions:social management,knowledge time management and behavioral psychological management.Taking the high-level graders in primary school in Z District,Zhengzhou City,Henan Province as the research object,620 questionnaires were collected and 601 were valid,with an effective rate of 96.9%.The survey results show that the self-management level of high-level graders in primary school in the after-school service of the primary school in Z district of Zhengzhou City is generally general and does not reach the excellent level;the scores of each dimension from high to low are behavioral psychological management,knowledge time management and social management;in addition,the sixth-grade students,students without serving as class leader,students with low grades,students whose after-school service content is decided by students,students whose after-school service content is arranged by the school,and students who participate in specialty courses have lower self-management scores.According to the results of the questionnaire survey,combined with the interview data,this paper discusses the self-management of high-level graders in primary school in after-school services in Zhengzhou Z district on the whole and in different characteristic groups,analyzes the existing problems and the causes of the problems.On the whole,the overall level of students’self-management needs to be improved,teachers lack effective guidance for student self-management,schools lack institutional guarantee of student self-management;from the perspective of different groups of students,sixth grade students,students who are not class cadres,students with poor grades,students whose after-school service content is decided by students or arranged by the school,and students who participate in specialty courses have relatively lower self-management level.The reasons behind,students:inadequate self-knowledge,unreasonable target setting,weak self-management awareness,unreasonable learning time arrangement,poor emotional management ability,lack of opportunity for exercise,poor self-efficacy,low enthusiasm for learning,not good at communication,and weak collective consciousness.School:lack of evaluation standards for students’self-management performance in after-school services,lack of evaluation and incentive measures for teachers participating in after-school services,and lack of a platform for external forces such as parents,communities,and public activity centers to jointly build after-school services.Teachers:heavy work task,no motivation and energy to pay attention to students’self-management,and low self-management literacy.In view of the reasons,the author puts forward the corresponding solution countermeasures.Students:reasonably allocate learning time and rest time,set scientific and effective goals,strengthen their own class role positioning,improve social skills,and enhance the collective consciousness.Teachers:stimulate students self management motivation,guide students after-school service self-management method,adopt diversified evaluation criteria,pay attention to emotional changes and communicate effectively,help students find their own development direction,improve the selection mechanism of student cadres,change poor students’self knowledge,improve their self-management accomplishment,give students more opportunities to exercise self-management,and create various forms of activity situations.Schools:teach students in accordance with their aptitude,flexibly choose the content and form of after-school service,convey objective and correct student evaluation standards,build an after-school service platform that cooperates with the community,parents and other external parties,establish comprehensive and objective evaluation standards for students in after-school services,and establish an evaluation and award system for teachers in after-school services.更多还原