【作者】 张倩；

【导师】 刘俊仁；

【作者基本信息】 郑州大学 ， 教育管理硕士（专业学位）， 2019， 硕士

【副题名】以郑州三所小学为例

【摘要】 小学高年级班干部作为学生和学校教师沟通的桥梁,在班级中起着积极的带头和榜样作用,其领导力的培养首当其冲。班干部领导力培养乃至学生领导力的培养也是国家发展培养的目标。积极的青少年发展理论认为人人都具备领导力的潜能。特别是中小学生作为祖国的花朵、社会主义事业的建设者和接班人,其领导力的培养不容忽视。另外,班干部领导力培养也是个体发展的内在需要。首先,本研究以中科院提出的五力模型以及在此基础上霍国庆教授对五力进行分解得出的25个二级要素指标为参考,确定维度设计问卷和访谈提纲,通过对郑州市三所小学实地抽样调查,获取其小学高年级班干部领导力水平及培养现状的实际情况:郑州市三所小学高年级班干部领导力水平中等偏上,班干部领导力的五个维度水平分别于与性别、年级、年龄、是否独生子女这几个方面没有显著性关系。班干部领导力的五个维度水平与累计任职时长、爸爸的学历、妈妈的学历呈正相关关系。其次,对调查结果进行总体水平及差异性分析,真实地呈现小学高年级班干部领导力水平及培养存在的问题:郑州市三所小学高年级班干部领导力的各维度水平不均衡;小学高年级班干部领导力前瞻力水平不高;小学高年级班干部对领导力内涵的认识不够全面;小学高年级班干部对领导力的自我认知过于自信等问题。并从三个层面分析出原因,学生层面:郑州市三所小学高年级班干部自身缺少对领导力的相关知识学习;小学高年级班干部自身过于自信、工作态度不积极。学校层面:学校教育缺少对班干部领导力的培养;文化水平较低的父母缺少对班干部领导力的引导。教师层面:教师自身缺少对领导力的认识;教师缺少对学生领导力培养的有效指导。最后,从学生自身、学校和教师三个层面,有针对性的提出小学高年级班干部领导力水平及培养现状的对策及建议。学生自身层面:端正态度、丰富领导力的理论知识,提高对领导力内涵的认识;根据自身实际情况加强实践,提升领导力的前瞻力水平;根据自身实际水平有针对性的提升班干部领导力水平。学校层面:加强学校对领导力培养的重视;开设领导力的课程分门别类的进行专项培养;提供领导力培养的实践锻炼机会。教师层面:教师需要加强自身对领导力的认识;教师需要有意识的培养学生的领导力。更多还原

【Abstract】 As a bridge of communication between students and teachers,senior class cadres in primary schools play an active role as leaders and role models in their classes.Class cadre leadership training and student leadership training is also the goal of national development training.The positive theory of adolescent development holds that everyone has the potential for leadership.Especially the primary and middle school students as the flowers of the motherland,the cause of socialism builders and successors,their leadership training can not be ignored.In addition,class cadre leadership training is also the internal needs of individual development.At present,zhengzhou primary school senior class cadre leadership of the actual situation? Are there still some problems in the training of class cadre leadership? Whether to carry on the targeted promotion to the elementary school senior class cadre leadership level?Based on the above thinking,first of all,this study put forward by the Chinese academy of sciences of the five models,and on this basis and professor guo-qing huo five decomposition of 25 secondary factor index as a reference,determine the dimension design of questionnaire and interview outline,field sampling survey by zhengzhou three elementary schools,access to the elementary school higher grades class cadre leadership level and the cultivation of the actual situation of the status quo: the elementary school higher grades the class cadre leadership level on the average,zhengzhou city,the class cadre the five dimensions of leadership level respectively with age,gender,grade,whether the one-child these a few respects no significant sex;The five dimensions of class cadre leadership are positively correlated with the cumulative length of service,father’s degree and mother’s degree.Secondly,the overall level and difference of the survey results are analyzed to truly show the leadership level of senior class cadres in primary schools and the problems in the training.Zhengzhou primary school senior class cadre leadership foresight level is not high;Zhengzhou primary school senior class cadre’s understanding of the connotation of leadership is not comprehensive enough;Zhengzhou primary school senior class cadres on the leadership of the self-perception of over-confidence and other issues.The reasons are analyzed from three aspects: students: the senior class cadre of zhengzhou primary school lacks the knowledge of leadership;The senior class cadre of zhengzhou primary school is overconfident and has no positive working attitude.School level: school education lacks leadership training for class cadres;Parents with lower education level lack leadership guidance for class cadres;Teacher level: teachers themselves lack of understanding of leadership;Teachers lack effective guidance on students’ leadership development.Finally,from the three levels of students themselves,schools and teachers,targeted put forward the primary school senior class cadre leadership level and the current situation of countermeasures and Suggestions.Students’ own level: correct attitude,enrich the theoretical knowledge of leadership,improve the understanding of the connotation of leadership;According to their own actual situation to strengthen practice,enhance the level of leadership foresight;According to the actual level of their own targeted to enhance the level of leadership class cadres;School level: strengthen the school’s emphasis on leadership training;Set up leadership courses in different categories for special training;Provide practical training opportunities for leadership development;Teacher level: teachers need to strengthen their own understanding of leadership;Teachers need to cultivate students’ leadership consciously.更多还原