小学班级管理中学生参与度的提升途径
摘 要
本研究聚焦于小学班级管理中学生参与度的提升策略，旨在探索促进学生主动参与班级事务的有效途径。研究采用混合研究方法，通过问卷调查、深度访谈和课堂观察收集数据，选取了5所城市小学的20个班级作为研究对象。研究发现，当前小学班级管理中普遍存在学生参与度不足、参与形式单一等问题，主要受制于传统管理模式和教师主导意识。基于此，本研究提出了"三维一体"的参与模式：在制度层面建立轮值责任制和民主议事机制；在实践层面推行项目式管理和角色扮演活动；在评价层面构建多元化的激励机制。实证研究表明，实施该模式后，实验班级学生的参与积极性显著提高，班级凝聚力增强，师生关系得到改善。
关键词：小学班级管理；学生参与度；三维一体模式
To improve students' participation in primary school class management
Abstract
This study focuses on the promotion strategies of middle school students 'participation in primary school class management, and aims to explore effective ways to promote students' active participation in class affairs. Using mixed research methods, data were collected through questionnaires, in-depth interviews and classroom observation, and 20 classes from 5 urban primary schools were selected as the study subjects. It is found that there are many problems such as insufficient student participation and single participation form in the current primary school class management, which are mainly subject to the traditional management mode and teacher-leading consciousness. Based on this, this study proposes the participation mode of "three-dimensional integration": establishing rotating responsibility system and democratic discussion mechanism at the system level; implementing project management and role-playing activities at the practice level, and constructing diversified incentive mechanism at the evaluation level. Empirical research shows that after the implementation of this model, the enthusiasm of students in experimental classes is significantly improved, the class cohesion is enhanced, and the teacher-student relationship is improved.
Keywords: Primary school class management; student participation; three-dimensional integration mode
目 录
摘 要 I
Abstract II
目 录 III
一、绪论 1
（一）研究背景与意义 1
（二）国内外研究现状 1
（三）研究方法与思路 2
二、小学班级管理中学生参与度的现状分析 3
（一）学生参与度的内涵与特征 3
（二）当前学生参与度存在的问题 4
（三）影响学生参与度的主要因素 5
三、提升学生参与度的理论依据与实践路径 7
（一）主体性教育理论的应用 7
（二）合作学习模式的构建 8
（三）民主化班级管理策略 9
四、提升学生参与度的具体实施策略 11
（一）优化班级管理制度设计 11
（二）创新课堂教学组织形式 12
（三）建立多元评价激励机制 13
五、结论与展望 14
参考文献 15
致 谢 16
摘 要
本研究聚焦于小学班级管理中学生参与度的提升策略，旨在探索促进学生主动参与班级事务的有效途径。研究采用混合研究方法，通过问卷调查、深度访谈和课堂观察收集数据，选取了5所城市小学的20个班级作为研究对象。研究发现，当前小学班级管理中普遍存在学生参与度不足、参与形式单一等问题，主要受制于传统管理模式和教师主导意识。基于此，本研究提出了"三维一体"的参与模式：在制度层面建立轮值责任制和民主议事机制；在实践层面推行项目式管理和角色扮演活动；在评价层面构建多元化的激励机制。实证研究表明，实施该模式后，实验班级学生的参与积极性显著提高，班级凝聚力增强，师生关系得到改善。
关键词：小学班级管理；学生参与度；三维一体模式
To improve students' participation in primary school class management
Abstract
This study focuses on the promotion strategies of middle school students 'participation in primary school class management, and aims to explore effective ways to promote students' active participation in class affairs. Using mixed research methods, data were collected through questionnaires, in-depth interviews and classroom observation, and 20 classes from 5 urban primary schools were selected as the study subjects. It is found that there are many problems such as insufficient student participation and single participation form in the current primary school class management, which are mainly subject to the traditional management mode and teacher-leading consciousness. Based on this, this study proposes the participation mode of "three-dimensional integration": establishing rotating responsibility system and democratic discussion mechanism at the system level; implementing project management and role-playing activities at the practice level, and constructing diversified incentive mechanism at the evaluation level. Empirical research shows that after the implementation of this model, the enthusiasm of students in experimental classes is significantly improved, the class cohesion is enhanced, and the teacher-student relationship is improved.
Keywords: Primary school class management; student participation; three-dimensional integration mode
目 录
摘 要 I
Abstract II
目 录 III
一、绪论 1
（一）研究背景与意义 1
（二）国内外研究现状 1
（三）研究方法与思路 2
二、小学班级管理中学生参与度的现状分析 3
（一）学生参与度的内涵与特征 3
（二）当前学生参与度存在的问题 4
（三）影响学生参与度的主要因素 5
三、提升学生参与度的理论依据与实践路径 7
（一）主体性教育理论的应用 7
（二）合作学习模式的构建 8
（三）民主化班级管理策略 9
四、提升学生参与度的具体实施策略 11
（一）优化班级管理制度设计 11
（二）创新课堂教学组织形式 12
（三）建立多元评价激励机制 13
五、结论与展望 14
参考文献 15
致 谢 16
