導語：學生自主管理(li)(li)在初(chu)中(zhong)班級管理(li)(li)的(de)路徑一文來源于(yu)網(wang)友上傳，不代表本站觀點，若需要原創文章(zhang)可咨詢客(ke)服老師，歡迎參(can)考。

摘要：班級是學生學習的重要場所。通過對班級實施有效管理能夠引導學生形成統一的學習認知，營造良好的學習氛圍，對提升學生學習效率有積極影響。班級中包括各種不同性格、不同想法的學生，并且，伴隨著學生的成長，其思想意識逐漸向多元化、個性化方向發展，這使班級管理的難度有所增加。為了能夠引導學生身心健康發展，班主任應當針對初中班級管理模式進行調整，充分發揮學生的主體作用，讓學生參與到管理活動中，營造良好的學習環境。基于此，本文分析了傳統班主任管理工作存在的問題，提出了學生自主管理在初中班主任(ren)管理中(zhong)的實踐(jian)路徑。

［關鍵詞］學(xue)生自(zi)主管(guan)理；班主任管(guan)理；實踐路(lu)徑分析

新課程改革重視學生的主體作用，強化學生的自主學習能力、學習意識，以讓學生主動參與到學習活動中，提高學生學習質量和學習效率。班主任管理活動的開展對學生個人有著重要的影響，如果班級管(guan)理存在(zai)問題，很有(you)可能會抑制學(xue)(xue)(xue)生(sheng)(sheng)(sheng)的學(xue)(xue)(xue)習積極性，影(ying)響學(xue)(xue)(xue)生(sheng)(sheng)(sheng)和(he)其他同學(xue)(xue)(xue)或(huo)者教師的溝通意識，阻(zu)礙學(xue)(xue)(xue)生(sheng)(sheng)(sheng)形成(cheng)(cheng)集體價值觀念，降低班(ban)級(ji)(ji)(ji)凝聚力，對(dui)初中生(sheng)(sheng)(sheng)的身心(xin)協(xie)調發(fa)展有(you)不(bu)利影(ying)響。目前，自主管(guan)理成(cheng)(cheng)為(wei)了班(ban)主任(ren)管(guan)理工作的主要理念，該理念重(zhong)視引導學(xue)(xue)(xue)生(sheng)(sheng)(sheng)對(dui)班(ban)級(ji)(ji)(ji)內部事務的管(guan)理，能減(jian)輕(qing)班(ban)主任(ren)工作壓力，讓學(xue)(xue)(xue)生(sheng)(sheng)(sheng)成(cheng)(cheng)為(wei)班(ban)級(ji)(ji)(ji)的主人，打造符(fu)合學(xue)(xue)(xue)生(sheng)(sheng)(sheng)需求的班(ban)級(ji)(ji)(ji)環境。

一、傳統班主任工作存在的問題

（一）管理(li)手段過于單一

部(bu)分初(chu)中(zhong)班(ban)(ban)主任(ren)在進行(xing)班(ban)(ban)級管(guan)理(li)(li)(li)時，會(hui)選(xuan)擇利用嚴格的(de)(de)紀律(lv)管(guan)理(li)(li)(li)制度對學(xue)(xue)生(sheng)(sheng)的(de)(de)學(xue)(xue)習行(xing)為進行(xing)約束，這(zhe)種(zhong)管(guan)理(li)(li)(li)手(shou)段(duan)過(guo)于單(dan)一，較(jiao)為強硬(ying)。在該種(zhong)管(guan)理(li)(li)(li)模(mo)式下，雖然學(xue)(xue)生(sheng)(sheng)能夠保持(chi)良好的(de)(de)學(xue)(xue)習紀律(lv)，但是(shi)初(chu)中(zhong)階(jie)段(duan)學(xue)(xue)生(sheng)(sheng)普(pu)遍存在逆反心理(li)(li)(li)，很(hen)容易導致學(xue)(xue)生(sheng)(sheng)出現(xian)(xian)“放飛自我”的(de)(de)現(xian)(xian)象，對學(xue)(xue)生(sheng)(sheng)未來(lai)的(de)(de)健康成長有著不利影響。部(bu)分學(xue)(xue)生(sheng)(sheng)在初(chu)中(zhong)階(jie)段(duan)形成了較(jiao)強的(de)(de)獨立意識和自尊(zun)心，如果班(ban)(ban)主任(ren)選(xuan)擇單(dan)一、強硬(ying)的(de)(de)手(shou)段(duan)開展班(ban)(ban)級管(guan)理(li)(li)(li)工(gong)作，甚至當眾(zhong)批評犯錯(cuo)的(de)(de)學(xue)(xue)生(sheng)(sheng)，那么這(zhe)些學(xue)(xue)生(sheng)(sheng)的(de)(de)心理(li)(li)(li)健康可(ke)能會(hui)受到影響。此外，這(zhe)種(zhong)單(dan)一的(de)(de)管(guan)理(li)(li)(li)手(shou)段(duan)，還(huan)會(hui)影響學(xue)(xue)生(sheng)(sheng)的(de)(de)學(xue)(xue)習環境(jing)，甚至讓學(xue)(xue)生(sheng)(sheng)出現(xian)(xian)內向、自卑的(de)(de)性格。

（二）班(ban)主(zhu)任(ren)忽(hu)略學生的想法(fa)

在傳統班級管理過程中，班主任屬于管理者，學生處于管理和被管理的狀態(tai)，這讓(rang)學(xue)生(sheng)(sheng)(sheng)崇尚(shang)班(ban)(ban)(ban)(ban)(ban)主(zhu)(zhu)(zhu)任(ren)(ren)的(de)(de)(de)(de)權威，可以很好地(di)聽取班(ban)(ban)(ban)(ban)(ban)主(zhu)(zhu)(zhu)任(ren)(ren)的(de)(de)(de)(de)意(yi)(yi)見。但(dan)是(shi)該(gai)種模式也(ye)會(hui)使一些學(xue)生(sheng)(sheng)(sheng)懼怕(pa)班(ban)(ban)(ban)(ban)(ban)主(zhu)(zhu)(zhu)任(ren)(ren)，影(ying)響(xiang)學(xue)生(sheng)(sheng)(sheng)和班(ban)(ban)(ban)(ban)(ban)主(zhu)(zhu)(zhu)任(ren)(ren)之間和諧關(guan)系的(de)(de)(de)(de)構建，不利于班(ban)(ban)(ban)(ban)(ban)級(ji)管(guan)理工作(zuo)的(de)(de)(de)(de)開展。班(ban)(ban)(ban)(ban)(ban)主(zhu)(zhu)(zhu)任(ren)(ren)沒有認識到學(xue)生(sheng)(sheng)(sheng)內心的(de)(de)(de)(de)想法和獨立(li)意(yi)(yi)識，就會(hui)以自身(shen)經驗(yan)和主(zhu)(zhu)(zhu)觀意(yi)(yi)愿為(wei)基(ji)礎(chu)制定班(ban)(ban)(ban)(ban)(ban)級(ji)管(guan)理制度、組織(zhi)班(ban)(ban)(ban)(ban)(ban)級(ji)活動(dong)。這會(hui)讓(rang)學(xue)生(sheng)(sheng)(sheng)被動(dong)地(di)參(can)與進班(ban)(ban)(ban)(ban)(ban)級(ji)管(guan)理中，難以調動(dong)學(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)學(xue)習(xi)主(zhu)(zhu)(zhu)觀意(yi)(yi)識。除(chu)此(ci)之外，個別教師認為(wei)學(xue)生(sheng)(sheng)(sheng)能(neng)力(li)較弱，不具備自我管(guan)理能(neng)力(li)，因(yin)此(ci)在(zai)班(ban)(ban)(ban)(ban)(ban)級(ji)中經常會(hui)出現(xian)班(ban)(ban)(ban)(ban)(ban)主(zhu)(zhu)(zhu)任(ren)(ren)大權獨攬的(de)(de)(de)(de)現(xian)象，這不僅會(hui)增加班(ban)(ban)(ban)(ban)(ban)主(zhu)(zhu)(zhu)任(ren)(ren)的(de)(de)(de)(de)工作(zuo)壓力(li)，也(ye)難以鍛煉(lian)學(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)自主(zhu)(zhu)(zhu)管(guan)理能(neng)力(li)。因(yin)此(ci)，在(zai)開展班(ban)(ban)(ban)(ban)(ban)級(ji)管(guan)理工作(zuo)時(shi)，班(ban)(ban)(ban)(ban)(ban)主(zhu)(zhu)(zhu)任(ren)(ren)要尊(zun)重學(xue)生(sheng)(sheng)(sheng)在(zai)班(ban)(ban)(ban)(ban)(ban)級(ji)內的(de)(de)(de)(de)主(zhu)(zhu)(zhu)體作(zuo)用，用平等的(de)(de)(de)(de)態(tai)度對待學(xue)生(sheng)(sheng)(sheng)。

（三）過于依(yi)賴(lai)班(ban)干部的力量

班(ban)(ban)(ban)(ban)干(gan)(gan)部是(shi)協助班(ban)(ban)(ban)(ban)主任(ren)(ren)完(wan)成班(ban)(ban)(ban)(ban)級管(guan)理的(de)(de)(de)重(zhong)要組織隊(dui)伍，能(neng)夠為學(xue)(xue)生(sheng)(sheng)和(he)(he)班(ban)(ban)(ban)(ban)主任(ren)(ren)之間搭建良(liang)好的(de)(de)(de)溝通橋梁，但是(shi)現階段有不少班(ban)(ban)(ban)(ban)主任(ren)(ren)會(hui)過于(yu)重(zhong)視(shi)班(ban)(ban)(ban)(ban)干(gan)(gan)部的(de)(de)(de)作用，讓(rang)班(ban)(ban)(ban)(ban)干(gan)(gan)部代替自己完(wan)成班(ban)(ban)(ban)(ban)級管(guan)理，包(bao)括紀律管(guan)理、學(xue)(xue)習管(guan)理等(deng)。這(zhe)種情(qing)況下，班(ban)(ban)(ban)(ban)主任(ren)(ren)和(he)(he)學(xue)(xue)生(sheng)(sheng)之間的(de)(de)(de)溝通和(he)(he)交流會(hui)進一步減(jian)少，導(dao)致班(ban)(ban)(ban)(ban)主任(ren)(ren)無(wu)法(fa)及時(shi)了解學(xue)(xue)生(sheng)(sheng)的(de)(de)(de)心(xin)情(qing)和(he)(he)感受。甚至，個別班(ban)(ban)(ban)(ban)干(gan)(gan)部處(chu)理問題的(de)(de)(de)手段和(he)(he)方(fang)法(fa)并不成熟，還會(hui)導(dao)致班(ban)(ban)(ban)(ban)干(gan)(gan)部和(he)(he)學(xue)(xue)生(sheng)(sheng)之間出(chu)現沖(chong)突，影響班(ban)(ban)(ban)(ban)級內部和(he)(he)諧氛圍的(de)(de)(de)構建。

二、學生自主管理在初中班主任管理中的實踐路徑

班(ban)級管(guan)理(li)(li)是(shi)課程(cheng)改(gai)革中的重要要素，能影響班(ban)級環境、學(xue)(xue)生(sheng)想(xiang)法。如(ru)果班(ban)級內部(bu)氛圍過于緊張，那么學(xue)(xue)生(sheng)會更容易焦(jiao)慮(lv)，特別是(shi)學(xue)(xue)習能力較差的學(xue)(xue)生(sheng)，會進(jin)一步出現學(xue)(xue)習畏(wei)難情緒。班(ban)主任應當積極實(shi)踐學(xue)(xue)生(sheng)自(zi)主管(guan)理(li)(li)理(li)(li)念，培養學(xue)(xue)生(sheng)的自(zi)主管(guan)理(li)(li)意識及能力，用(yong)學(xue)(xue)生(sheng)的力量改(gai)善管(guan)理(li)(li)機制(zhi)，提(ti)高管(guan)理(li)(li)效果。

（一）組(zu)織自主(zhu)管理活(huo)動(dong)

學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)自(zi)主管(guan)(guan)(guan)理(li)(li)(li)需要利(li)用(yong)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)個(ge)人(ren)力(li)量(liang)完成班(ban)級(ji)管(guan)(guan)(guan)理(li)(li)(li)活動(dong)，這和傳統班(ban)主任(ren)管(guan)(guan)(guan)理(li)(li)(li)理(li)(li)(li)念有較(jiao)大差異(yi)，因此(ci)，班(ban)主任(ren)應(ying)當(dang)改變自(zi)身的(de)(de)(de)工(gong)作(zuo)理(li)(li)(li)念，正(zheng)確認識自(zi)主管(guan)(guan)(guan)理(li)(li)(li)的(de)(de)(de)意義。在(zai)新的(de)(de)(de)教學(xue)(xue)(xue)(xue)(xue)理(li)(li)(li)念下，班(ban)主任(ren)應(ying)當(dang)將學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)作(zuo)為教學(xue)(xue)(xue)(xue)(xue)中(zhong)心，讓(rang)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)成為班(ban)級(ji)的(de)(de)(de)管(guan)(guan)(guan)理(li)(li)(li)者，充分(fen)發揮(hui)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)的(de)(de)(de)主觀能動(dong)性，使(shi)其可以主動(dong)監督他人(ren)、形成自(zi)律意識。例(li)如，在(zai)班(ban)級(ji)管(guan)(guan)(guan)理(li)(li)(li)過程(cheng)(cheng)中(zhong)，教師可以讓(rang)每個(ge)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)輪流做“班(ban)級(ji)小管(guan)(guan)(guan)家”，通過賦予(yu)其管(guan)(guan)(guan)理(li)(li)(li)責(ze)任(ren)，加(jia)強(qiang)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)的(de)(de)(de)責(ze)任(ren)意識，使(shi)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)能夠認識到自(zi)身在(zai)班(ban)級(ji)管(guan)(guan)(guan)理(li)(li)(li)過程(cheng)(cheng)中(zhong)的(de)(de)(de)重要意義和作(zuo)用(yong)，促進學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)形成良好的(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)習習慣(guan)。通過管(guan)(guan)(guan)理(li)(li)(li)角色(se)的(de)(de)(de)對調，能夠強(qiang)化學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)自(zi)我管(guan)(guan)(guan)理(li)(li)(li)能力(li)，促使(shi)班(ban)級(ji)內部形成良性競爭(zheng)、和諧發展的(de)(de)(de)氛圍。

（二）由學生對(dui)班級文化體系(xi)進行(xing)完(wan)善(shan)

1.制(zhi)(zhi)(zhi)(zhi)(zhi)度(du)(du)文(wen)化(hua)(hua)(hua)班(ban)(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)制(zhi)(zhi)(zhi)(zhi)(zhi)度(du)(du)是引導(dao)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)和(he)開(kai)展集體活(huo)動的(de)(de)(de)(de)(de)(de)(de)重要方式，在(zai)(zai)班(ban)(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)管(guan)(guan)(guan)(guan)理(li)(li)(li)(li)過程(cheng)中(zhong)(zhong)(zhong)占有重要地位(wei)，教(jiao)師(shi)應當重視制(zhi)(zhi)(zhi)(zhi)(zhi)度(du)(du)文(wen)化(hua)(hua)(hua)的(de)(de)(de)(de)(de)(de)(de)完善(shan)。以(yi)(yi)(yi)往(wang)，制(zhi)(zhi)(zhi)(zhi)(zhi)度(du)(du)文(wen)化(hua)(hua)(hua)通常(chang)由班(ban)(ban)(ban)(ban)(ban)(ban)主任(ren)(ren)制(zhi)(zhi)(zhi)(zhi)(zhi)定(ding)(ding)，學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)不(bu)會參(can)與(yu)(yu)其中(zhong)(zhong)(zhong)，而自(zi)我(wo)管(guan)(guan)(guan)(guan)理(li)(li)(li)(li)理(li)(li)(li)(li)念下，班(ban)(ban)(ban)(ban)(ban)(ban)主任(ren)(ren)可(ke)以(yi)(yi)(yi)引導(dao)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)參(can)與(yu)(yu)到(dao)制(zhi)(zhi)(zhi)(zhi)(zhi)度(du)(du)制(zhi)(zhi)(zhi)(zhi)(zhi)定(ding)(ding)活(huo)動中(zhong)(zhong)(zhong)，讓(rang)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)更愿意、更主動遵守管(guan)(guan)(guan)(guan)理(li)(li)(li)(li)制(zhi)(zhi)(zhi)(zhi)(zhi)度(du)(du)，調動學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)進行(xing)班(ban)(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)管(guan)(guan)(guan)(guan)理(li)(li)(li)(li)的(de)(de)(de)(de)(de)(de)(de)積極性(xing)。班(ban)(ban)(ban)(ban)(ban)(ban)主任(ren)(ren)可(ke)以(yi)(yi)(yi)將(jiang)(jiang)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)劃分(fen)為(wei)(wei)多個(ge)不(bu)同(tong)的(de)(de)(de)(de)(de)(de)(de)小組(zu)，讓(rang)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)在(zai)(zai)小組(zu)內討(tao)論(lun)現階段(duan)班(ban)(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)最需(xu)要進行(xing)改革的(de)(de)(de)(de)(de)(de)(de)管(guan)(guan)(guan)(guan)理(li)(li)(li)(li)制(zhi)(zhi)(zhi)(zhi)(zhi)度(du)(du)，并(bing)提出改革優化(hua)(hua)(hua)的(de)(de)(de)(de)(de)(de)(de)措施。不(bu)同(tong)小組(zu)可(ke)以(yi)(yi)(yi)分(fen)別(bie)制(zhi)(zhi)(zhi)(zhi)(zhi)定(ding)(ding)一套全(quan)面(mian)的(de)(de)(de)(de)(de)(de)(de)班(ban)(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)制(zhi)(zhi)(zhi)(zhi)(zhi)度(du)(du)體系(xi)，最后將(jiang)(jiang)各個(ge)小組(zu)的(de)(de)(de)(de)(de)(de)(de)討(tao)論(lun)結果進行(xing)匯總，并(bing)派遣代表向教(jiao)師(shi)和(he)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)講解為(wei)(wei)何要制(zhi)(zhi)(zhi)(zhi)(zhi)定(ding)(ding)這(zhe)些制(zhi)(zhi)(zhi)(zhi)(zhi)度(du)(du)，以(yi)(yi)(yi)及(ji)相關制(zhi)(zhi)(zhi)(zhi)(zhi)度(du)(du)的(de)(de)(de)(de)(de)(de)(de)作(zuo)用(yong)。通過該種方式，能夠(gou)調動班(ban)(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)內每個(ge)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)(de)(de)積極性(xing)，使其參(can)與(yu)(yu)到(dao)班(ban)(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)管(guan)(guan)(guan)(guan)理(li)(li)(li)(li)制(zhi)(zhi)(zhi)(zhi)(zhi)度(du)(du)的(de)(de)(de)(de)(de)(de)(de)制(zhi)(zhi)(zhi)(zhi)(zhi)定(ding)(ding)過程(cheng)中(zhong)(zhong)(zhong)，激發(fa)(fa)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)(de)(de)自(zi)我(wo)管(guan)(guan)(guan)(guan)理(li)(li)(li)(li)意識。除制(zhi)(zhi)(zhi)(zhi)(zhi)定(ding)(ding)班(ban)(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)制(zhi)(zhi)(zhi)(zhi)(zhi)度(du)(du)外，還應制(zhi)(zhi)(zhi)(zhi)(zhi)定(ding)(ding)班(ban)(ban)(ban)(ban)(ban)(ban)風、班(ban)(ban)(ban)(ban)(ban)(ban)訓、班(ban)(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)徽(hui)章等(deng)，班(ban)(ban)(ban)(ban)(ban)(ban)主任(ren)(ren)可(ke)以(yi)(yi)(yi)利用(yong)相同(tong)的(de)(de)(de)(de)(de)(de)(de)方式讓(rang)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)參(can)與(yu)(yu)到(dao)管(guan)(guan)(guan)(guan)理(li)(li)(li)(li)活(huo)動中(zhong)(zhong)(zhong)，提高(gao)班(ban)(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)凝聚力(li)。2.環(huan)(huan)(huan)境(jing)(jing)文(wen)化(hua)(hua)(hua)班(ban)(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)環(huan)(huan)(huan)境(jing)(jing)也是班(ban)(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)管(guan)(guan)(guan)(guan)理(li)(li)(li)(li)的(de)(de)(de)(de)(de)(de)(de)重點，環(huan)(huan)(huan)境(jing)(jing)文(wen)化(hua)(hua)(hua)建設(she)能夠(gou)在(zai)(zai)無形之中(zhong)(zhong)(zhong)影響學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)心態。為(wei)(wei)了(le)給學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)營造合適的(de)(de)(de)(de)(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)環(huan)(huan)(huan)境(jing)(jing)，班(ban)(ban)(ban)(ban)(ban)(ban)主任(ren)(ren)可(ke)以(yi)(yi)(yi)讓(rang)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)共同(tong)布置班(ban)(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)，讓(rang)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)在(zai)(zai)親身參(can)與(yu)(yu)中(zhong)(zhong)(zhong)感受(shou)班(ban)(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)溫馨的(de)(de)(de)(de)(de)(de)(de)環(huan)(huan)(huan)境(jing)(jing)氛圍，真正將(jiang)(jiang)班(ban)(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)作(zuo)為(wei)(wei)自(zi)己(ji)的(de)(de)(de)(de)(de)(de)(de)另一個(ge)家，使學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)養成主動維護(hu)班(ban)(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)環(huan)(huan)(huan)境(jing)(jing)和(he)紀律的(de)(de)(de)(de)(de)(de)(de)習(xi)慣。教(jiao)師(shi)可(ke)以(yi)(yi)(yi)讓(rang)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)以(yi)(yi)(yi)小組(zu)為(wei)(wei)單位(wei)，定(ding)(ding)期對班(ban)(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)內的(de)(de)(de)(de)(de)(de)(de)黑板(ban)報進行(xing)調整，在(zai)(zai)特殊節日(ri)、紀念日(ri)時，將(jiang)(jiang)黑板(ban)報更換為(wei)(wei)與(yu)(yu)其相關的(de)(de)(de)(de)(de)(de)(de)內容，滲透(tou)節日(ri)蘊含的(de)(de)(de)(de)(de)(de)(de)文(wen)化(hua)(hua)(hua)理(li)(li)(li)(li)念，完善(shan)環(huan)(huan)(huan)境(jing)(jing)軟文(wen)化(hua)(hua)(hua)，在(zai)(zai)文(wen)化(hua)(hua)(hua)滲透(tou)下培養學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)(de)(de)集體意識。班(ban)(ban)(ban)(ban)(ban)(ban)主任(ren)(ren)也可(ke)以(yi)(yi)(yi)選擇在(zai)(zai)班(ban)(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)內部粘(zhan)貼(tie)有關自(zi)我(wo)管(guan)(guan)(guan)(guan)理(li)(li)(li)(li)的(de)(de)(de)(de)(de)(de)(de)海報，如(ru)自(zi)我(wo)管(guan)(guan)(guan)(guan)理(li)(li)(li)(li)手(shou)段(duan)、方式以(yi)(yi)(yi)及(ji)所需(xu)要具備的(de)(de)(de)(de)(de)(de)(de)能力(li)等(deng)，加(jia)強學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)對自(zi)我(wo)管(guan)(guan)(guan)(guan)理(li)(li)(li)(li)的(de)(de)(de)(de)(de)(de)(de)認(ren)知，使其可(ke)以(yi)(yi)(yi)在(zai)(zai)班(ban)(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)管(guan)(guan)(guan)(guan)理(li)(li)(li)(li)中(zhong)(zhong)(zhong)更好(hao)地發(fa)(fa)揮自(zi)己(ji)的(de)(de)(de)(de)(de)(de)(de)力(li)量管(guan)(guan)(guan)(guan)理(li)(li)(li)(li)班(ban)(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)、維護(hu)班(ban)(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)。

（三）重視(shi)實施自主管理評價

學(xue)(xue)生(sheng)(sheng)在(zai)(zai)初次參與班(ban)(ban)(ban)級管(guan)(guan)(guan)(guan)(guan)理(li)(li)(li)活動時(shi)(shi)，可能(neng)會出現手(shou)足無(wu)措(cuo)的(de)現象，不知道該如何管(guan)(guan)(guan)(guan)(guan)理(li)(li)(li)，個(ge)別學(xue)(xue)生(sheng)(sheng)還容易在(zai)(zai)擁有(you)管(guan)(guan)(guan)(guan)(guan)理(li)(li)(li)權利后驕傲自(zi)(zi)(zi)(zi)(zi)滿，產生(sheng)(sheng)負面(mian)(mian)心(xin)理(li)(li)(li)，這些都無(wu)法引導學(xue)(xue)生(sheng)(sheng)正確、有(you)序地管(guan)(guan)(guan)(guan)(guan)理(li)(li)(li)班(ban)(ban)(ban)級。因(yin)此，在(zai)(zai)班(ban)(ban)(ban)級管(guan)(guan)(guan)(guan)(guan)理(li)(li)(li)過程中，教(jiao)師應(ying)當(dang)重視對(dui)(dui)學(xue)(xue)生(sheng)(sheng)自(zi)(zi)(zi)(zi)(zi)我(wo)(wo)(wo)(wo)管(guan)(guan)(guan)(guan)(guan)理(li)(li)(li)成(cheng)果進(jin)(jin)(jin)(jin)行(xing)評(ping)(ping)(ping)價(jia)，通過評(ping)(ping)(ping)價(jia)幫助學(xue)(xue)生(sheng)(sheng)分(fen)析(xi)自(zi)(zi)(zi)(zi)(zi)我(wo)(wo)(wo)(wo)管(guan)(guan)(guan)(guan)(guan)理(li)(li)(li)存在(zai)(zai)的(de)問(wen)題(ti)，引導學(xue)(xue)生(sheng)(sheng)進(jin)(jin)(jin)(jin)行(xing)自(zi)(zi)(zi)(zi)(zi)主(zhu)反思，從而不斷對(dui)(dui)自(zi)(zi)(zi)(zi)(zi)我(wo)(wo)(wo)(wo)管(guan)(guan)(guan)(guan)(guan)理(li)(li)(li)模(mo)(mo)式(shi)進(jin)(jin)(jin)(jin)行(xing)優(you)化。評(ping)(ping)(ping)價(jia)時(shi)(shi)應(ying)當(dang)從自(zi)(zi)(zi)(zi)(zi)主(zhu)管(guan)(guan)(guan)(guan)(guan)理(li)(li)(li)的(de)9個(ge)方面(mian)(mian)入手(shou)，對(dui)(dui)各個(ge)要素(su)進(jin)(jin)(jin)(jin)行(xing)分(fen)析(xi)，包括心(xin)態、自(zi)(zi)(zi)(zi)(zi)我(wo)(wo)(wo)(wo)激勵、時(shi)(shi)間、人(ren)際(ji)關系、目標、情(qing)(qing)緒、行(xing)為、自(zi)(zi)(zi)(zi)(zi)我(wo)(wo)(wo)(wo)反思、自(zi)(zi)(zi)(zi)(zi)主(zhu)學(xue)(xue)習。班(ban)(ban)(ban)主(zhu)任(ren)應(ying)當(dang)將評(ping)(ping)(ping)價(jia)結果進(jin)(jin)(jin)(jin)行(xing)記錄，并對(dui)(dui)某個(ge)階段(duan)的(de)自(zi)(zi)(zi)(zi)(zi)我(wo)(wo)(wo)(wo)管(guan)(guan)(guan)(guan)(guan)理(li)(li)(li)情(qing)(qing)況進(jin)(jin)(jin)(jin)行(xing)總結，讓(rang)學(xue)(xue)生(sheng)(sheng)看到自(zi)(zi)(zi)(zi)(zi)我(wo)(wo)(wo)(wo)管(guan)(guan)(guan)(guan)(guan)理(li)(li)(li)能(neng)力不斷提升(sheng)的(de)趨勢(shi)，以激勵學(xue)(xue)生(sheng)(sheng)。在(zai)(zai)進(jin)(jin)(jin)(jin)行(xing)管(guan)(guan)(guan)(guan)(guan)理(li)(li)(li)評(ping)(ping)(ping)價(jia)時(shi)(shi)，除去班(ban)(ban)(ban)主(zhu)任(ren)的(de)評(ping)(ping)(ping)價(jia)外(wai)，還應(ying)當(dang)引導學(xue)(xue)生(sheng)(sheng)進(jin)(jin)(jin)(jin)行(xing)自(zi)(zi)(zi)(zi)(zi)主(zhu)評(ping)(ping)(ping)價(jia)、互相評(ping)(ping)(ping)價(jia)，讓(rang)學(xue)(xue)生(sheng)(sheng)對(dui)(dui)自(zi)(zi)(zi)(zi)(zi)我(wo)(wo)(wo)(wo)管(guan)(guan)(guan)(guan)(guan)理(li)(li)(li)模(mo)(mo)式(shi)的(de)應(ying)用(yong)有(you)更(geng)全面(mian)(mian)的(de)認(ren)知。

三、結語

在(zai)初中(zhong)學(xue)(xue)習生(sheng)(sheng)(sheng)活(huo)中(zhong)，班(ban)主任和學(xue)(xue)生(sheng)(sheng)(sheng)之(zhi)間的(de)(de)聯(lian)系最(zui)為(wei)(wei)緊密，班(ban)主任的(de)(de)個人行為(wei)(wei)會(hui)直接影(ying)響(xiang)學(xue)(xue)生(sheng)(sheng)(sheng)價值觀念以(yi)(yi)(yi)及行為(wei)(wei)習慣的(de)(de)養成(cheng)。班(ban)級(ji)管(guan)(guan)理(li)(li)是班(ban)主任需(xu)(xu)要(yao)負責的(de)(de)主要(yao)工(gong)作內(nei)容，合適的(de)(de)班(ban)級(ji)管(guan)(guan)理(li)(li)工(gong)作模式能夠為(wei)(wei)學(xue)(xue)生(sheng)(sheng)(sheng)營造良(liang)好的(de)(de)學(xue)(xue)習氛圍和班(ban)級(ji)環境，對學(xue)(xue)生(sheng)(sheng)(sheng)學(xue)(xue)習效率的(de)(de)提高有(you)著重要(yao)意(yi)義。在(zai)學(xue)(xue)生(sheng)(sheng)(sheng)自(zi)(zi)我(wo)管(guan)(guan)理(li)(li)過(guo)程中(zhong)，教(jiao)師可以(yi)(yi)(yi)積(ji)極組織自(zi)(zi)我(wo)管(guan)(guan)理(li)(li)活(huo)動，讓(rang)學(xue)(xue)生(sheng)(sheng)(sheng)能夠真(zhen)正(zheng)成(cheng)為(wei)(wei)班(ban)級(ji)的(de)(de)主人，同時利(li)用班(ban)級(ji)文化建設(she)，潛移默化地影(ying)響(xiang)學(xue)(xue)生(sheng)(sheng)(sheng)。最(zui)后(hou)，教(jiao)師還需(xu)(xu)要(yao)對學(xue)(xue)生(sheng)(sheng)(sheng)自(zi)(zi)我(wo)管(guan)(guan)理(li)(li)的(de)(de)成(cheng)效進行評價，以(yi)(yi)(yi)此(ci)激(ji)發學(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)自(zi)(zi)我(wo)管(guan)(guan)理(li)(li)意(yi)識，在(zai)班(ban)級(ji)內(nei)營造和諧的(de)(de)學(xue)(xue)習氛圍。

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作者(zhe)：程麗明 單位：山東省棗莊市(shi)薛城區鳳鳴中學