小学班主任师生沟通素养研究

摘要

本课题聚焦于小学班主任师生沟通素养的提升策略，首先梳理了沟通理论及教育沟通理论的发展历程，明确了师生沟通素养在小学教育中的核心地位。随后，分析了师生沟通素养在促进学生全面发展、提升班级管理水平以及构建和谐师生关系等方面的关键作用。进一步地，本课题深入探讨了影响小学班主任师生沟通素养成长的因素，包括个人因素、学校因素和社会因素，旨在为制定提升策略提供科学依据。在提升策略方面，本课题提出了四大方向：加强自我修养、提升沟通技巧、加强实践锻炼和构建支持系统。首先，班主任需要通过自我反思和学习，提升个人修养，以更好地理解和满足学生的需求。其次，通过专门的培训和实践，班主任可以掌握有效的沟通技巧，如倾听、表达、反馈等，从而增强与学生的沟通效果。此外，加强实践锻炼，如组织班级活动、参与家长会等，能够使班主任在实践中不断积累沟通经验，提升沟通素养。最后，构建支持系统，包括学校支持、家长支持和社会支持，能够为班主任提供必要的资源和情感支持，促进其沟通素养的持续发展。

关键词：小学班主任；师生沟通素养；沟通理论；教育沟通

Abstract

This topic focuses on the strategies for improving the communication literacy of primary school homeroom teachers and students. Firstly, it outlines the development process of communication theory and educational communication theory, and clarifies the core position of communication literacy between teachers and students in primary education. Subsequently, the key role of communication literacy between teachers and students in promoting comprehensive student development, improving class management level, and building harmonious teacher-student relationships was analyzed. Furthermore, this study delves into the factors that influence the growth of communication literacy among primary school homeroom teachers and students, including personal, school, and social factors, with the aim of providing scientific basis for formulating improvement strategies. In terms of improvement strategies, this project proposes four directions: strengthening self-cultivation, improving communication skills, strengthening practical training, and building support systems. Firstly, the homeroom teacher needs to enhance personal cultivation through self reflection and learning, in order to better understand and meet the needs of students. Secondly, through specialized training and practice, the homeroom teacher can master effective communication skills such as listening, ex pression, feedback, etc., thereby enhancing the communication effect with students. In addition, strengthening practical exercises, such as organizing class activities and participating in parent teacher meetings, can enable the class teacher to continuously accumulate communication experience and improve communication literacy in practice. Finally, building a support system, including school support, parental support, and social support, can provide necessary resources and emotional support for class teachers, and promote the sustainable development of their communication literacy.

Keywords: Primary school homeroom teacher; Communication literacy between teachers and students; Communication theory; Educational communication

目录

一、绪论 1
1.1 研究背景及意义 1
1.2 国内外研究现状 1
1.3 研究目的及内容 2
二、相关理论概述 3
2.1 沟通理论的发展 3
2.1.1 萌芽期（20世纪初至20年代） 3
2.1.2 快速发展期（20世纪20至80年代） 3
2.1.3 多元化与深入化（20世纪80年代至今） 3
2.2 教育沟通理论 4
2.2.1 教育沟通理论的基本概念 4
2.2.2 教育沟通理论的重要性 4
2.2.3 教育沟通理论的主要内容 4
2.3 师生沟通素养的概念界定 5
2.3.1 师生沟通素养定义 5
2.3.2 师生沟通素养内涵 5
三、师生沟通素养在小学教育中的作用 5
3.1 促进学生全面发展 5
3.2 提升班级管理水平 6
3.3 构建和谐师生关系 6
四、影响小学班主任师生沟通素养成长的因素 7
4.1 个人因素 7
4.2 学校因素 7
4.3 社会因素 8
五、小学班主任师生沟通素养提升策略 8
5.1 加强自我修养 8
5.2 提升沟通技巧 9
5.3 加强实践锻炼 9
5.4 构建支持系统 10
六、结论 10
参考文献 12

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