摘  要

学校是实施教育的主要地方，而班级是学校教育的基层组织。培智学校既有班级管理的一般规律，也有它的特殊问题所在，目前对于培智学校教师参与班级管理的研究并没有很深入。本文通过研究调查，利用实地调查法，访谈法、问卷调查法对某些培智学校低年级段教师参与班级管理现状进行调查与分析，发现有喜有忧，好的方面在于：(1）培智学校教师对于学习班级管理的意愿非常积极;（2）大部分的教师在班级管理实践中多从学生的角度出发;（3）多数教师通过多种方式与家长保持交流合作;（4）大多数的教师会积极参与班级管理组织的建立和参加班会。而存在的问题有：（1）教师参与班级管理没有正确的态度;（2）教师参与班级管理的理论知识储备不足;（3）教师参与班级管理的实践过程的投入程度不足;（4）班主任与科任教师相互沟通之中缺乏问题;（5）培智学校的办学先进性不足。基于对于实地调查、问卷调查和对教师的访谈结果分析，应用特殊教育和班级管理有关理论，提出对策和建议：（1）培智学校低年级段教师参与班级管理的态度转变的对策；（2）加强培智学校低年级段教师参与班级管理的理论知识学习的对策；（3）加强培智学校低年级段教师参加班级管理的实践能力对策；（4）加强班主任和科任教师之间的合作信任度的对策;（5）加强培智学校低年级段教师参与班级管理的校园对策。85216

毕业论文关键词： 培智学校;低年级段;教师;班级管理;对策

Abstract

School is the main place to implement education, and the class is the basic organization of school education。 Although the training of the school is not only the general rules of class management, but also has its own special problems。 This paper through on-the-spot investigation, interview of Hangzhou City Bauhinia Flower school lower grade class and grade management present situation carries on the investigation and the analysis, revealed less communication in problems are mainly reflected in: (1) the teachers' participation in classroom management does not have the right attitude;(2) the teachers' participation in class management theory knowledge reserves is insufficient;(3) the practice of teachers' participation in class management process into some disadvantages;(4) the trust of the teacher in charge of classroom teachers in class management and assessment;(5) society-adaptation school lack of sophistication。Based on the field investigation and the analysis of the interview results of teachers, application of special education and class management related theory, puts forward some countermeasures and Suggestions: (1) society-adaptation schools junior teachers to participate in class management attitude shift countermeasure;(2) society-adaptation schools junior period of teachers to participate in class management theory knowledge to strengthen countermeasures;(3) society-adaptation schools junior period of teachers' participation in class management practice ability strengthen countermeasures;(4) strengthening the cooperation between the teacher and classroom teachers trust countermeasures;(5) strengthen society-adaptation schools campus countermeasures of junior period of teachers' participation in class management。

Key words: mentally retarded students;teachers;classroom management;stratrgies

目录

摘  要 1

目录 3

第一章 绪论 5

1。1 问题的提出 5

1。2研究目的和意义 5

1。2。1 研究目的