導語：朋輩榜樣在班級治理中的功能一文來(lai)源于網友上傳，不代表本站觀點，若需要原創(chuang)文章可(ke)咨(zi)詢客服老師，歡迎(ying)參考(kao)。

摘要：近年來，高校中的傳統班級模式逐漸淡化，并從班級管理向班級治理轉化。借鑒滕尼斯的共同體理論，可以將班級視為朝著一致方向、在相同意義上純粹的相互影響、彼此協調的精神共同體。文章通過探討班級共同體的自然屬性、組織屬性和文化屬性等特征，解析朋輩榜樣在班級共同體治理中的示范、動員、調適和融構四大功能，同時，基于(yu)榜樣教(jiao)育提出(chu)優化(hua)班(ban)(ban)級共同治(zhi)理的策略，以求破解(jie)班(ban)(ban)級組織凝聚力(li)衰(shuai)減(jian)、班(ban)(ban)級成員“原子化(hua)”趨向(xiang)及班(ban)(ban)級思想(xiang)政治(zhi)教(jiao)育功能弱化(hua)等諸多困境。

關鍵詞(ci)：班級(ji)；共同(tong)體(ti)理(li)論；朋輩(bei)榜樣

班(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)(ji)(ji)是學生(sheng)日常生(sheng)活(huo)(huo)和(he)(he)(he)人際交(jiao)往的(de)重(zhong)(zhong)要(yao)組織(zhi)，是學校(xiao)對(dui)學生(sheng)成(cheng)長影響最為持(chi)久和(he)(he)(he)關(guan)鍵的(de)場域[1]。在(zai)高(gao)校(xiao)中(zhong)，由于客觀(guan)(guan)上社(she)(she)群文化(hua)的(de)蓬勃發(fa)展造成(cheng)班(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)(ji)(ji)功(gong)(gong)能(neng)的(de)分(fen)化(hua)，以(yi)及(ji)主觀(guan)(guan)上班(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)(ji)(ji)成(cheng)員(yuan)主體(ti)(ti)意識的(de)不斷增強，導(dao)致(zhi)傳統科(ke)層制(zhi)的(de)班(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)(ji)(ji)模式(shi)(shi)效能(neng)逐漸(jian)淡(dan)化(hua)，但班(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)(ji)(ji)依然是高(gao)校(xiao)思想(xiang)政治(zhi)教育(yu)的(de)基(ji)本載體(ti)(ti)和(he)(he)(he)重(zhong)(zhong)要(yao)抓(zhua)手(shou)。立足對(dui)大學生(sheng)發(fa)展需(xu)求和(he)(he)(he)社(she)(she)會發(fa)展態勢(shi)的(de)把握，高(gao)校(xiao)需(xu)要(yao)進一步(bu)探(tan)索從班(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)(ji)(ji)管理(li)向班(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)(ji)(ji)治(zhi)理(li)的(de)轉變，尋求班(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)(ji)(ji)本質的(de)時代拓展。德國著名哲學家、社(she)(she)會學家費迪南·滕(teng)尼(ni)斯在(zai)《共(gong)同(tong)體(ti)(ti)與(yu)社(she)(she)會》中(zhong)提(ti)出的(de)共(gong)同(tong)體(ti)(ti)理(li)論，為高(gao)校(xiao)了(le)解(jie)新(xin)模式(shi)(shi)下的(de)班(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)(ji)(ji)特征提(ti)供了(le)獨特的(de)視(shi)(shi)角。借鑒這(zhe)一理(li)論，可以(yi)將(jiang)班(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)(ji)(ji)視(shi)(shi)為朝著一致(zhi)方向、在(zai)相同(tong)意義上純粹的(de)相互(hu)影響、彼此(ci)協調(diao)的(de)精(jing)神(shen)共(gong)同(tong)體(ti)(ti)，其(qi)成(cheng)員(yuan)具有(you)相近的(de)生(sheng)活(huo)(huo)環境(jing)等地緣(yuan)聯系和(he)(he)(he)相似的(de)思維方式(shi)(shi)等精(jing)神(shen)聯系。同(tong)時，班(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)(ji)(ji)中(zhong)的(de)榜(bang)樣(yang)具有(you)調(diao)適(shi)社(she)(she)群行為的(de)“軟”功(gong)(gong)能(neng)，是典型的(de)治(zhi)理(li)方法、關(guan)鍵的(de)治(zhi)理(li)對(dui)象和(he)(he)(he)寶貴的(de)治(zhi)理(li)資源。在(zai)共(gong)同(tong)體(ti)(ti)理(li)論視(shi)(shi)域下重(zhong)(zhong)構(gou)榜(bang)樣(yang)的(de)功(gong)(gong)能(neng)定(ding)位，并進一步(bu)基(ji)于榜(bang)樣(yang)教育(yu)提(ti)出優化(hua)班(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)(ji)(ji)共(gong)同(tong)體(ti)(ti)治(zhi)理(li)的(de)策(ce)略(lve)，對(dui)于破解(jie)當前班(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)(ji)(ji)治(zhi)理(li)中(zhong)班(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)(ji)(ji)組織(zhi)凝(ning)聚力衰減(jian)、班(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)(ji)(ji)成(cheng)員(yuan)“原(yuan)子化(hua)”趨(qu)向及(ji)班(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)(ji)(ji)思想(xiang)政治(zhi)教育(yu)功(gong)(gong)能(neng)弱化(hua)等諸多(duo)困境(jing)具有(you)理(li)論意義和(he)(he)(he)實踐價值。

一、班級的共同體屬性

滕(teng)尼斯(si)認(ren)為，只要(yao)在(zai)人們通過自己的(de)(de)意志，以有(you)機的(de)(de)方式相互結合和彼此肯定的(de)(de)地方，就會存在(zai)著這樣(yang)或那樣(yang)的(de)(de)共(gong)(gong)(gong)(gong)(gong)(gong)同(tong)體(ti)(ti)(ti)形式。血緣共(gong)(gong)(gong)(gong)(gong)(gong)同(tong)體(ti)(ti)(ti)—地緣共(gong)(gong)(gong)(gong)(gong)(gong)同(tong)體(ti)(ti)(ti)—精(jing)神共(gong)(gong)(gong)(gong)(gong)(gong)同(tong)體(ti)(ti)(ti)是共(gong)(gong)(gong)(gong)(gong)(gong)同(tong)體(ti)(ti)(ti)的(de)(de)發展分化(hua)路徑，親屬(shu)關(guan)系(xi)—鄰(lin)里關(guan)系(xi)—友誼(yi)是共(gong)(gong)(gong)(gong)(gong)(gong)同(tong)體(ti)(ti)(ti)成員之間(jian)關(guan)系(xi)的(de)(de)演變路徑[2]87。用滕(teng)尼斯(si)的(de)(de)共(gong)(gong)(gong)(gong)(gong)(gong)同(tong)體(ti)(ti)(ti)理論對照(zhao)高(gao)校班(ban)級(ji)可以發現(xian)兩者(zhe)有(you)諸多契合之處，班(ban)級(ji)共(gong)(gong)(gong)(gong)(gong)(gong)同(tong)體(ti)(ti)(ti)無疑屬(shu)于最高(gao)級(ji)的(de)(de)共(gong)(gong)(gong)(gong)(gong)(gong)同(tong)體(ti)(ti)(ti)類(lei)型，即精(jing)神共(gong)(gong)(gong)(gong)(gong)(gong)同(tong)體(ti)(ti)(ti)，班(ban)級(ji)共(gong)(gong)(gong)(gong)(gong)(gong)同(tong)體(ti)(ti)(ti)成員之間(jian)主要(yao)通過友誼(yi)關(guan)系(xi)，輔以空(kong)間(jian)上(shang)的(de)(de)鄰(lin)里關(guan)系(xi)實現(xian)普遍的(de)(de)有(you)機聯(lian)結，并(bing)且(qie)彰(zhang)顯(xian)出(chu)班(ban)級(ji)的(de)(de)自然屬(shu)性(xing)、組織(zhi)屬(shu)性(xing)和文化(hua)屬(shu)性(xing)等特征。

（一）自然屬性

班(ban)(ban)(ban)(ban)級(ji)是(shi)(shi)(shi)校(xiao)(xiao)內(nei)行政部(bu)門依(yi)據一(yi)(yi)定的(de)(de)(de)(de)(de)(de)編班(ban)(ban)(ban)(ban)原(yuan)則（如(ru)專業(ye)(ye)、年(nian)級(ji)等），將一(yi)(yi)定數量的(de)(de)(de)(de)(de)(de)學(xue)(xue)(xue)生(sheng)(sheng)編成的(de)(de)(de)(de)(de)(de)正式機(ji)(ji)構和(he)組(zu)(zu)(zu)織[3]。對(dui)于(yu)(yu)大(da)(da)學(xue)(xue)(xue)生(sheng)(sheng)個體(ti)(ti)(ti)(ti)而(er)言，進入高校(xiao)(xiao)后從(cong)屬(shu)(shu)(shu)于(yu)(yu)某個班(ban)(ban)(ban)(ban)級(ji)雖然(ran)是(shi)(shi)(shi)近乎(hu)隨機(ji)(ji)選(xuan)擇，也(ye)即(ji)偶然(ran)或(huo)自(zi)(zi)由選(xuan)擇的(de)(de)(de)(de)(de)(de)結(jie)果，但存在著一(yi)(yi)定的(de)(de)(de)(de)(de)(de)共(gong)(gong)(gong)(gong)性(xing)因素（如(ru)專業(ye)(ye)一(yi)(yi)致或(huo)相(xiang)近），組(zu)(zu)(zu)成班(ban)(ban)(ban)(ban)級(ji)后形成的(de)(de)(de)(de)(de)(de)從(cong)屬(shu)(shu)(shu)感(gan)(gan)(gan)(gan)和(he)認(ren)同(tong)(tong)(tong)(tong)(tong)(tong)感(gan)(gan)(gan)(gan)幾乎(hu)是(shi)(shi)(shi)必然(ran)取(qu)向。班(ban)(ban)(ban)(ban)級(ji)共(gong)(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)(ti)作(zuo)(zuo)為(wei)大(da)(da)學(xue)(xue)(xue)生(sheng)(sheng)組(zu)(zu)(zu)成的(de)(de)(de)(de)(de)(de)基本單元，是(shi)(shi)(shi)大(da)(da)學(xue)(xue)(xue)生(sheng)(sheng)組(zu)(zu)(zu)織管理的(de)(de)(de)(de)(de)(de)重要單位，同(tong)(tong)(tong)(tong)(tong)(tong)時(shi)，班(ban)(ban)(ban)(ban)級(ji)治(zhi)理也(ye)是(shi)(shi)(shi)高校(xiao)(xiao)治(zhi)理的(de)(de)(de)(de)(de)(de)重要一(yi)(yi)環(huan)。對(dui)于(yu)(yu)大(da)(da)學(xue)(xue)(xue)生(sheng)(sheng)而(er)言，班(ban)(ban)(ban)(ban)級(ji)是(shi)(shi)(shi)一(yi)(yi)個“自(zi)(zi)然(ran)”的(de)(de)(de)(de)(de)(de)概念(nian)，一(yi)(yi)直伴(ban)隨著大(da)(da)學(xue)(xue)(xue)生(sheng)(sheng)學(xue)(xue)(xue)業(ye)(ye)生(sheng)(sheng)涯的(de)(de)(de)(de)(de)(de)始終，大(da)(da)學(xue)(xue)(xue)生(sheng)(sheng)也(ye)因此(ci)會(hui)對(dui)班(ban)(ban)(ban)(ban)級(ji)產(chan)生(sheng)(sheng)自(zi)(zi)然(ran)的(de)(de)(de)(de)(de)(de)歸屬(shu)(shu)(shu)感(gan)(gan)(gan)(gan)。即(ji)便是(shi)(shi)(shi)在大(da)(da)學(xue)(xue)(xue)生(sheng)(sheng)畢業(ye)(ye)，行政意(yi)義上的(de)(de)(de)(de)(de)(de)班(ban)(ban)(ban)(ban)級(ji)解散以后，班(ban)(ban)(ban)(ban)級(ji)的(de)(de)(de)(de)(de)(de)價值也(ye)不會(hui)隨之(zhi)消(xiao)亡，依(yi)然(ran)是(shi)(shi)(shi)聯結(jie)大(da)(da)學(xue)(xue)(xue)生(sheng)(sheng)情感(gan)(gan)(gan)(gan)的(de)(de)(de)(de)(de)(de)心靈(ling)紐帶(dai)，能夠(gou)在大(da)(da)學(xue)(xue)(xue)生(sheng)(sheng)中產(chan)生(sheng)(sheng)強烈(lie)的(de)(de)(de)(de)(de)(de)情感(gan)(gan)(gan)(gan)共(gong)(gong)(gong)(gong)鳴。班(ban)(ban)(ban)(ban)級(ji)的(de)(de)(de)(de)(de)(de)組(zu)(zu)(zu)建(jian)是(shi)(shi)(shi)一(yi)(yi)群年(nian)齡閱歷相(xiang)仿、教育(yu)背景相(xiang)似、專業(ye)(ye)志趣相(xiang)近的(de)(de)(de)(de)(de)(de)青年(nian)大(da)(da)學(xue)(xue)(xue)生(sheng)(sheng)的(de)(de)(de)(de)(de)(de)有(you)(you)機(ji)(ji)融(rong)合(he)，而(er)非機(ji)(ji)械的(de)(de)(de)(de)(de)(de)組(zu)(zu)(zu)合(he)。同(tong)(tong)(tong)(tong)(tong)(tong)時(shi)，班(ban)(ban)(ban)(ban)級(ji)共(gong)(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)(ti)的(de)(de)(de)(de)(de)(de)成員在一(yi)(yi)定程度(du)上擁有(you)(you)共(gong)(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)(tong)的(de)(de)(de)(de)(de)(de)利益(yi)和(he)訴求。作(zuo)(zuo)為(wei)共(gong)(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)(ti)成員之(zhi)間的(de)(de)(de)(de)(de)(de)關系，友(you)誼(yi)以人們(men)一(yi)(yi)致的(de)(de)(de)(de)(de)(de)工作(zuo)(zuo)、一(yi)(yi)致的(de)(de)(de)(de)(de)(de)思(si)維方式作(zuo)(zuo)為(wei)條(tiao)件和(he)結(jie)果。因此(ci)，人們(men)從(cong)事的(de)(de)(de)(de)(de)(de)職業(ye)(ye)或(huo)技藝越相(xiang)同(tong)(tong)(tong)(tong)(tong)(tong)、越相(xiang)似，友(you)誼(yi)就越容易(yi)產(chan)生(sheng)(sheng)[2]89。班(ban)(ban)(ban)(ban)級(ji)成員之(zhi)間通過在時(shi)空場域(yu)中生(sheng)(sheng)活、學(xue)(xue)(xue)習、交往(wang)(wang)等實踐活動的(de)(de)(de)(de)(de)(de)多維耦(ou)合(he)建(jian)立并(bing)(bing)發展友(you)誼(yi)，猶如(ru)分散的(de)(de)(de)(de)(de)(de)原(yuan)子一(yi)(yi)般在特(te)(te)定的(de)(de)(de)(de)(de)(de)場域(yu)中交融(rong)結(jie)合(he)，并(bing)(bing)且逐(zhu)漸在班(ban)(ban)(ban)(ban)級(ji)共(gong)(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)(ti)的(de)(de)(de)(de)(de)(de)基礎上進一(yi)(yi)步形成“生(sheng)(sheng)活共(gong)(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)(ti)”“學(xue)(xue)(xue)習共(gong)(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)(ti)”“發展共(gong)(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)(ti)”及“思(si)想政治(zhi)教育(yu)共(gong)(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)(ti)”，這也(ye)為(wei)班(ban)(ban)(ban)(ban)級(ji)共(gong)(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)(ti)孕育(yu)共(gong)(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)(tong)的(de)(de)(de)(de)(de)(de)語言、習慣和(he)情感(gan)(gan)(gan)(gan)提(ti)供了天(tian)然(ran)的(de)(de)(de)(de)(de)(de)基礎。榜樣是(shi)(shi)(shi)班(ban)(ban)(ban)(ban)級(ji)共(gong)(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)(ti)自(zi)(zi)然(ran)屬(shu)(shu)(shu)性(xing)的(de)(de)(de)(de)(de)(de)個體(ti)(ti)(ti)(ti)顯現(xian)，往(wang)(wang)往(wang)(wang)能夠(gou)在一(yi)(yi)定程度(du)上代表(biao)自(zi)(zi)然(ran)屬(shu)(shu)(shu)性(xing)的(de)(de)(de)(de)(de)(de)部(bu)分特(te)(te)質，影響自(zi)(zi)然(ran)屬(shu)(shu)(shu)性(xing)的(de)(de)(de)(de)(de)(de)生(sheng)(sheng)成，甚至塑(su)造出(chu)獨特(te)(te)的(de)(de)(de)(de)(de)(de)班(ban)(ban)(ban)(ban)級(ji)共(gong)(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)(ti)屬(shu)(shu)(shu)性(xing)。

（二）組織屬性

一切(qie)以(yi)(yi)共(gong)(gong)(gong)同(tong)(tong)(tong)體(ti)關系(xi)的(de)(de)(de)(de)(de)(de)(de)(de)意(yi)義為(wei)(wei)(wei)(wei)根據(ju)的(de)(de)(de)(de)(de)(de)(de)(de)東(dong)西、一切(qie)存在(zai)(zai)于共(gong)(gong)(gong)同(tong)(tong)(tong)體(ti)關系(xi)之中(zhong)(zhong)并(bing)對(dui)它具(ju)有一定(ding)意(yi)義的(de)(de)(de)(de)(de)(de)(de)(de)東(dong)西就是共(gong)(gong)(gong)同(tong)(tong)(tong)體(ti)關系(xi)的(de)(de)(de)(de)(de)(de)(de)(de)法(fa)(fa)，法(fa)(fa)是若干結合在(zai)(zai)一起的(de)(de)(de)(de)(de)(de)(de)(de)人們(men)真實(shi)(shi)的(de)(de)(de)(de)(de)(de)(de)(de)、本質(zhi)的(de)(de)(de)(de)(de)(de)(de)(de)意(yi)志(zhi)(zhi)，法(fa)(fa)受(shou)到他(ta)們(men)的(de)(de)(de)(de)(de)(de)(de)(de)尊重[2]96。在(zai)(zai)班(ban)(ban)(ban)級(ji)共(gong)(gong)(gong)同(tong)(tong)(tong)體(ti)中(zhong)(zhong)，所謂的(de)(de)(de)(de)(de)(de)(de)(de)“法(fa)(fa)”就是促使成(cheng)(cheng)員之間相(xiang)互聯(lian)結、廣泛動(dong)員從(cong)而形(xing)成(cheng)(cheng)共(gong)(gong)(gong)同(tong)(tong)(tong)意(yi)志(zhi)(zhi)、產生(sheng)(sheng)共(gong)(gong)(gong)同(tong)(tong)(tong)行(xing)(xing)動(dong)的(de)(de)(de)(de)(de)(de)(de)(de)組織(zhi)力，并(bing)通(tong)過(guo)施(shi)加多重影響維系(xi)班(ban)(ban)(ban)級(ji)共(gong)(gong)(gong)同(tong)(tong)(tong)體(ti)的(de)(de)(de)(de)(de)(de)(de)(de)治理。其一，規(gui)章制(zhi)(zhi)度的(de)(de)(de)(de)(de)(de)(de)(de)“剛性(xing)(xing)(xing)(xing)”約束。班(ban)(ban)(ban)級(ji)是中(zhong)(zhong)國(guo)特色(se)社會(hui)主(zhu)義大學(xue)(xue)制(zhi)(zhi)度優勢的(de)(de)(de)(de)(de)(de)(de)(de)映射載體(ti)，具(ju)有思想引領、學(xue)(xue)風(feng)建(jian)設(she)、學(xue)(xue)生(sheng)(sheng)事務管(guan)理等(deng)重要功能(neng)，而這些功能(neng)則是通(tong)過(guo)具(ju)體(ti)成(cheng)(cheng)文(wen)的(de)(de)(de)(de)(de)(de)(de)(de)制(zhi)(zhi)度（如(ru)學(xue)(xue)生(sheng)(sheng)管(guan)理規(gui)定(ding)、學(xue)(xue)生(sheng)(sheng)行(xing)(xing)為(wei)(wei)(wei)(wei)準則等(deng)）得以(yi)(yi)實(shi)(shi)現的(de)(de)(de)(de)(de)(de)(de)(de)，其實(shi)(shi)施(shi)主(zhu)體(ti)為(wei)(wei)(wei)(wei)班(ban)(ban)(ban)主(zhu)任(ren)、輔導員、班(ban)(ban)(ban)干部(bu)等(deng)，代表(biao)的(de)(de)(de)(de)(de)(de)(de)(de)是高校治理主(zhu)體(ti)的(de)(de)(de)(de)(de)(de)(de)(de)意(yi)志(zhi)(zhi)。其二，內(nei)(nei)部(bu)共(gong)(gong)(gong)識(shi)的(de)(de)(de)(de)(de)(de)(de)(de)“柔(rou)性(xing)(xing)(xing)(xing)”規(gui)范。在(zai)(zai)班(ban)(ban)(ban)級(ji)成(cheng)(cheng)員交往的(de)(de)(de)(de)(de)(de)(de)(de)過(guo)程(cheng)中(zhong)(zhong)，成(cheng)(cheng)員與(yu)成(cheng)(cheng)員之間會(hui)因為(wei)(wei)(wei)(wei)相(xiang)似的(de)(de)(de)(de)(de)(de)(de)(de)性(xing)(xing)(xing)(xing)格(ge)、思維方(fang)式、生(sheng)(sheng)活(huo)學(xue)(xue)習(xi)習(xi)慣(guan)等(deng)要素而達成(cheng)(cheng)一定(ding)的(de)(de)(de)(de)(de)(de)(de)(de)共(gong)(gong)(gong)識(shi)，如(ru)班(ban)(ban)(ban)風(feng)公約、寢室公約等(deng)。這種“內(nei)(nei)部(bu)共(gong)(gong)(gong)識(shi)”雖然沒有強制(zhi)(zhi)性(xing)(xing)(xing)(xing)，卻能(neng)產生(sheng)(sheng)良好的(de)(de)(de)(de)(de)(de)(de)(de)行(xing)(xing)為(wei)(wei)(wei)(wei)規(gui)范作用(yong)，反映的(de)(de)(de)(de)(de)(de)(de)(de)是班(ban)(ban)(ban)級(ji)內(nei)(nei)部(bu)成(cheng)(cheng)員的(de)(de)(de)(de)(de)(de)(de)(de)主(zhu)觀(guan)意(yi)愿。同(tong)(tong)(tong)時，“柔(rou)性(xing)(xing)(xing)(xing)”的(de)(de)(de)(de)(de)(de)(de)(de)共(gong)(gong)(gong)識(shi)也能(neng)夠通(tong)過(guo)人際交往的(de)(de)(de)(de)(de)(de)(de)(de)親(qin)疏產生(sheng)(sheng)無形(xing)壓力，進而潛移(yi)默(mo)化地影響班(ban)(ban)(ban)級(ji)成(cheng)(cheng)員的(de)(de)(de)(de)(de)(de)(de)(de)發展(zhan)。其三，崇(chong)高德行(xing)(xing)的(de)(de)(de)(de)(de)(de)(de)(de)“隱性(xing)(xing)(xing)(xing)”示范。班(ban)(ban)(ban)級(ji)成(cheng)(cheng)員在(zai)(zai)發展(zhan)過(guo)程(cheng)中(zhong)(zhong)也會(hui)逐(zhu)漸分化產生(sheng)(sheng)差(cha)異，會(hui)涌現出(chu)如(ru)“學(xue)(xue)霸”“社會(hui)活(huo)動(dong)積極分子(zi)”“文(wen)體(ti)達人”等(deng)具(ju)有代表(biao)性(xing)(xing)(xing)(xing)的(de)(de)(de)(de)(de)(de)(de)(de)典型(xing)，在(zai)(zai)共(gong)(gong)(gong)同(tong)(tong)(tong)的(de)(de)(de)(de)(de)(de)(de)(de)主(zhu)流價(jia)(jia)值觀(guan)中(zhong)(zhong)，他(ta)們(men)成(cheng)(cheng)為(wei)(wei)(wei)(wei)了(le)(le)班(ban)(ban)(ban)級(ji)共(gong)(gong)(gong)同(tong)(tong)(tong)體(ti)中(zhong)(zhong)形(xing)形(xing)色(se)色(se)的(de)(de)(de)(de)(de)(de)(de)(de)榜樣，也在(zai)(zai)無形(xing)中(zhong)(zhong)獲得了(le)(le)其他(ta)成(cheng)(cheng)員的(de)(de)(de)(de)(de)(de)(de)(de)認同(tong)(tong)(tong)、仰慕(mu)和追逐(zhu)，體(ti)現的(de)(de)(de)(de)(de)(de)(de)(de)是班(ban)(ban)(ban)級(ji)共(gong)(gong)(gong)同(tong)(tong)(tong)體(ti)中(zhong)(zhong)每個獨立個體(ti)對(dui)自(zi)身發展(zhan)與(yu)價(jia)(jia)值實(shi)(shi)現的(de)(de)(de)(de)(de)(de)(de)(de)追求。

（三）文化屬性

班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)(ji)是班(ban)(ban)(ban)(ban)(ban)主(zhu)任、輔導員(yuan)(yuan)(yuan)和(he)大學生共(gong)(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)學習和(he)生活(huo)的(de)(de)(de)文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)場域，見證(zheng)著(zhu)共(gong)(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)成(cheng)員(yuan)(yuan)(yuan)的(de)(de)(de)成(cheng)長和(he)發(fa)展，并(bing)且在(zai)(zai)人(ren)(ren)與人(ren)(ren)的(de)(de)(de)交(jiao)往過程中(zhong)(zhong)基于(yu)共(gong)(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)成(cheng)員(yuan)(yuan)(yuan)共(gong)(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)的(de)(de)(de)價值判斷與情感(gan)取向而逐漸(jian)形(xing)成(cheng)班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)(ji)共(gong)(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)的(de)(de)(de)獨(du)特文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)。一方面，班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)(ji)共(gong)(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)具有(you)顯著(zhu)的(de)(de)(de)“家(jia)文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)”特征，其也(ye)(ye)以(yi)類家(jia)庭(ting)的(de)(de)(de)形(xing)態(tai)(tai)存在(zai)(zai)。家(jia)庭(ting)的(de)(de)(de)理(li)念是對共(gong)(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)現實性的(de)(de)(de)最普遍(bian)的(de)(de)(de)表達，所(suo)有(you)那些多(duo)種多(duo)樣(yang)的(de)(de)(de)形(xing)態(tai)(tai)都包含在(zai)(zai)家(jia)庭(ting)的(de)(de)(de)理(li)念之中(zhong)(zhong)，并(bing)從(cong)家(jia)庭(ting)的(de)(de)(de)理(li)念那里產生出來[2]102。與家(jia)庭(ting)形(xing)態(tai)(tai)相比，班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)(ji)共(gong)(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)成(cheng)員(yuan)(yuan)(yuan)之間既(ji)擺脫(tuo)了傳統家(jia)庭(ting)倫理(li)的(de)(de)(de)束縛，又(you)保持(chi)了如(ru)家(jia)庭(ting)成(cheng)員(yuan)(yuan)(yuan)般的(de)(de)(de)親(qin)密狀態(tai)(tai)。班(ban)(ban)(ban)(ban)(ban)主(zhu)任、輔導員(yuan)(yuan)(yuan)等猶如(ru)“家(jia)長般”既(ji)悉(xi)心(xin)關懷(huai)大學生又(you)不(bu)會過度(du)干涉，并(bing)且以(yi)平等的(de)(de)(de)身(shen)份積極參與班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)(ji)的(de)(de)(de)共(gong)(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)生活(huo)，在(zai)(zai)班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)(ji)共(gong)(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)中(zhong)(zhong)扮(ban)演了人(ren)(ren)生導師(shi)和(he)知心(xin)朋友的(de)(de)(de)角色(se)。班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)(ji)成(cheng)員(yuan)(yuan)(yuan)之間如(ru)同(tong)(tong)(tong)(tong)(tong)兄弟姐妹(mei)一樣(yang)既(ji)維系著(zhu)集體(ti)(ti)(ti)情感(gan)的(de)(de)(de)“強連(lian)結”，又(you)在(zai)(zai)班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)(ji)中(zhong)(zhong)保持(chi)個體(ti)(ti)(ti)的(de)(de)(de)高度(du)自(zi)由。所(suo)有(you)班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)(ji)共(gong)(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)成(cheng)員(yuan)(yuan)(yuan)均(jun)不(bu)同(tong)(tong)(tong)(tong)(tong)程度(du)地(di)參與了班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)(ji)的(de)(de)(de)共(gong)(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)生活(huo)，同(tong)(tong)(tong)(tong)(tong)時也(ye)(ye)共(gong)(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)構(gou)建了班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)(ji)共(gong)(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)的(de)(de)(de)“家(jia)文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)”，并(bing)且受之影(ying)響。另一方面，班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)(ji)共(gong)(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)擁(yong)有(you)獨(du)特的(de)(de)(de)文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)符(fu)號。在(zai)(zai)形(xing)式上，班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)(ji)共(gong)(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)成(cheng)員(yuan)(yuan)(yuan)通過班(ban)(ban)(ban)(ban)(ban)歌、班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)(ji)文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)衫(shan)、班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)(ji)標識(shi)等載(zai)體(ti)(ti)(ti)將班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)(ji)專屬的(de)(de)(de)共(gong)(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)具象化(hua)(hua)(hua)，并(bing)且鮮明地(di)區分于(yu)其他共(gong)(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)的(de)(de)(de)文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)符(fu)號。在(zai)(zai)內(nei)容上，人(ren)(ren)和(he)事在(zai)(zai)更深層次上承載(zai)了班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)(ji)共(gong)(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)的(de)(de)(de)文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)，并(bing)且呈現出一定的(de)(de)(de)親(qin)密性和(he)排他性，如(ru)發(fa)生在(zai)(zai)某(mou)位班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)(ji)成(cheng)員(yuan)(yuan)(yuan)身(shen)上的(de)(de)(de)軼事、班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)(ji)內(nei)部的(de)(de)(de)流(liu)行(xing)語等，都是班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)(ji)共(gong)(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)獨(du)有(you)的(de)(de)(de)文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)符(fu)號，具有(you)較強的(de)(de)(de)生命(ming)力和(he)感(gan)召力。

二、朋輩榜樣在班級共同體治理中的功能

發(fa)現典(dian)(dian)(dian)(dian)型(xing)(xing)、塑造(zao)典(dian)(dian)(dian)(dian)型(xing)(xing)、運用(yong)(yong)典(dian)(dian)(dian)(dian)型(xing)(xing)一(yi)直是治(zhi)國(guo)理政(zheng)的(de)(de)(de)(de)重要形式(shi)和(he)優良傳統。相對于由法律法規(gui)所建(jian)立起來(lai)的(de)(de)(de)(de)“硬(ying)”性(xing)懲(cheng)戒體系(xi)，典(dian)(dian)(dian)(dian)型(xing)(xing)政(zheng)治(zhi)具有調控社會行為(wei)(wei)的(de)(de)(de)(de)“軟”功(gong)(gong)能(neng)[4]。在(zai)國(guo)家宏觀(guan)層面，資源上將(jiang)(jiang)典(dian)(dian)(dian)(dian)型(xing)(xing)作(zuo)(zuo)為(wei)(wei)靜態素材，方法上將(jiang)(jiang)典(dian)(dian)(dian)(dian)型(xing)(xing)作(zuo)(zuo)為(wei)(wei)工(gong)具范(fan)式(shi)，思維上將(jiang)(jiang)典(dian)(dian)(dian)(dian)型(xing)(xing)作(zuo)(zuo)為(wei)(wei)治(zhi)理理念(nian)。在(zai)高(gao)校微觀(guan)層面，選樹(shu)典(dian)(dian)(dian)(dian)型(xing)(xing)是一(yi)種(zhong)柔(rou)性(xing)的(de)(de)(de)(de)治(zhi)理方式(shi)。班級作(zuo)(zuo)為(wei)(wei)高(gao)校治(zhi)理體系(xi)中(zhong)的(de)(de)(de)(de)“神經末梢”，可以在(zai)一(yi)定范(fan)圍內選樹(shu)典(dian)(dian)(dian)(dian)型(xing)(xing)榜(bang)樣(yang)(yang)，這不僅是班級共(gong)(gong)同體行之有效的(de)(de)(de)(de)治(zhi)理策略，更是在(zai)青年大學(xue)生群體中(zhong)開展思想政(zheng)治(zhi)教育的(de)(de)(de)(de)有效方法。在(zai)高(gao)校各(ge)種(zhong)榜(bang)樣(yang)(yang)選樹(shu)機制的(de)(de)(de)(de)作(zuo)(zuo)用(yong)(yong)下，班級中(zhong)也會涌(yong)現出各(ge)式(shi)各(ge)樣(yang)(yang)的(de)(de)(de)(de)榜(bang)樣(yang)(yang)典(dian)(dian)(dian)(dian)型(xing)(xing)，其可以在(zai)班級共(gong)(gong)同體治(zhi)理中(zhong)發(fa)揮(hui)重要功(gong)(gong)能(neng)。榜(bang)樣(yang)(yang)在(zai)班級共(gong)(gong)同體中(zhong)主要可以發(fa)揮(hui)四大功(gong)(gong)能(neng)：榜(bang)樣(yang)(yang)形象的(de)(de)(de)(de)示范(fan)功(gong)(gong)能(neng)、榜(bang)樣(yang)(yang)行動的(de)(de)(de)(de)動員(yuan)功(gong)(gong)能(neng)、榜(bang)樣(yang)(yang)個體的(de)(de)(de)(de)調適功(gong)(gong)能(neng)和(he)榜(bang)樣(yang)(yang)群體的(de)(de)(de)(de)融構功(gong)(gong)能(neng)。

（一）示范功能

榜(bang)(bang)(bang)樣(yang)(yang)(yang)的(de)(de)(de)(de)言(yan)語(yu)(yu)和(he)(he)行(xing)為(wei)直接構(gou)成(cheng)了(le)榜(bang)(bang)(bang)樣(yang)(yang)(yang)形(xing)象(xiang)的(de)(de)(de)(de)一(yi)(yi)(yi)次(ci)文(wen)本(ben)，基于既(ji)定(ding)的(de)(de)(de)(de)榜(bang)(bang)(bang)樣(yang)(yang)(yang)人物和(he)(he)榜(bang)(bang)(bang)樣(yang)(yang)(yang)事(shi)跡、班級(ji)(ji)(ji)成(cheng)員的(de)(de)(de)(de)口耳相(xiang)(xiang)傳，以及官方有意識的(de)(de)(de)(de)塑造間接構(gou)成(cheng)了(le)榜(bang)(bang)(bang)樣(yang)(yang)(yang)形(xing)象(xiang)的(de)(de)(de)(de)二(er)次(ci)文(wen)本(ben)，一(yi)(yi)(yi)次(ci)文(wen)本(ben)與二(er)次(ci)文(wen)本(ben)相(xiang)(xiang)疊加(jia)構(gou)建起了(le)榜(bang)(bang)(bang)樣(yang)(yang)(yang)的(de)(de)(de)(de)立體形(xing)象(xiang)。榜(bang)(bang)(bang)樣(yang)(yang)(yang)形(xing)象(xiang)通(tong)過(guo)文(wen)本(ben)、圖像(xiang)等敘事(shi)形(xing)態得(de)以構(gou)建，隨著(zhu)信息的(de)(de)(de)(de)傳播也(ye)會發生一(yi)(yi)(yi)定(ding)的(de)(de)(de)(de)變(bian)化，部分形(xing)象(xiang)甚至脫離本(ben)體存在(zai)(zai)(zai)(zai)(zai)。在(zai)(zai)(zai)(zai)(zai)一(yi)(yi)(yi)定(ding)的(de)(de)(de)(de)現實情境(jing)(jing)和(he)(he)話語(yu)(yu)體系中(zhong)，榜(bang)(bang)(bang)樣(yang)(yang)(yang)成(cheng)為(wei)了(le)優良德行(xing)的(de)(de)(de)(de)“人格化身”，具有鮮(xian)明(ming)的(de)(de)(de)(de)符(fu)(fu)號(hao)性，如(ru)在(zai)(zai)(zai)(zai)(zai)班級(ji)(ji)(ji)中(zhong)德智體美(mei)勞全面發展的(de)(de)(de)(de)各類榮(rong)譽稱號(hao)獲得(de)者和(he)(he)獎學金獲得(de)者便是(shi)(shi)榜(bang)(bang)(bang)樣(yang)(yang)(yang)中(zhong)的(de)(de)(de)(de)典(dian)(dian)型代表(biao)，他們(men)的(de)(de)(de)(de)存在(zai)(zai)(zai)(zai)(zai)本(ben)身對于班級(ji)(ji)(ji)成(cheng)員而(er)言(yan)就是(shi)(shi)無(wu)形(xing)的(de)(de)(de)(de)鞭策。榜(bang)(bang)(bang)樣(yang)(yang)(yang)優良德行(xing)中(zhong)的(de)(de)(de)(de)典(dian)(dian)型特(te)(te)質也(ye)會彰顯出顯著(zhu)的(de)(de)(de)(de)示范功能，不(bu)同榜(bang)(bang)(bang)樣(yang)(yang)(yang)也(ye)會呈(cheng)現出不(bu)同的(de)(de)(de)(de)典(dian)(dian)型特(te)(te)質，既(ji)存在(zai)(zai)(zai)(zai)(zai)一(yi)(yi)(yi)定(ding)的(de)(de)(de)(de)交(jiao)疊又互(hu)為(wei)補(bu)充(chong)，并且在(zai)(zai)(zai)(zai)(zai)特(te)(te)定(ding)的(de)(de)(de)(de)情境(jing)(jing)下可以實現相(xiang)(xiang)互(hu)轉化，這也(ye)為(wei)模(mo)(mo)仿者提供了(le)多樣(yang)(yang)(yang)化的(de)(de)(de)(de)選擇。對于班級(ji)(ji)(ji)成(cheng)員而(er)言(yan)，模(mo)(mo)仿榜(bang)(bang)(bang)樣(yang)(yang)(yang)不(bu)是(shi)(shi)對榜(bang)(bang)(bang)樣(yang)(yang)(yang)的(de)(de)(de)(de)簡單復制，而(er)是(shi)(shi)在(zai)(zai)(zai)(zai)(zai)個人現實條件及主觀(guan)認同的(de)(de)(de)(de)綜合驅動下將不(bu)同榜(bang)(bang)(bang)樣(yang)(yang)(yang)的(de)(de)(de)(de)典(dian)(dian)型特(te)(te)質進行(xing)選擇性吸收和(he)(he)有機融合。正如(ru)班杜拉(la)在(zai)(zai)(zai)(zai)(zai)《社會學習理論》一(yi)(yi)(yi)書中(zhong)所言(yan)，“利用(yong)符(fu)(fu)號(hao)的(de)(de)(de)(de)能力，人類獲得(de)了(le)對付他們(men)相(xiang)(xiang)處環境(jing)(jing)的(de)(de)(de)(de)一(yi)(yi)(yi)種有效工(gong)具。人們(men)通(tong)過(guo)言(yan)語(yu)(yu)的(de)(de)(de)(de)和(he)(he)想象(xiang)的(de)(de)(de)(de)符(fu)(fu)號(hao)，在(zai)(zai)(zai)(zai)(zai)表(biao)象(xiang)形(xing)式中(zhong)加(jia)工(gong)和(he)(he)保存所獲得(de)的(de)(de)(de)(de)經驗，從(cong)而(er)指導未來(lai)的(de)(de)(de)(de)行(xing)為(wei)”[5]。

（二）動員功能

班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)共(gong)(gong)同(tong)體(ti)(ti)是組(zu)織動(dong)(dong)(dong)(dong)(dong)員(yuan)(yuan)(yuan)青(qing)年(nian)大(da)學生的(de)(de)基(ji)本單(dan)位，以班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)共(gong)(gong)同(tong)體(ti)(ti)為單(dan)元的(de)(de)集體(ti)(ti)行(xing)(xing)(xing)(xing)(xing)動(dong)(dong)(dong)(dong)(dong)范式也是高校治(zhi)(zhi)理的(de)(de)慣用模(mo)(mo)式。青(qing)年(nian)大(da)學生會將(jiang)個(ge)(ge)人(ren)對(dui)(dui)(dui)于(yu)朋輩榜(bang)樣(yang)(yang)(yang)某一特定(ding)示范德行(xing)(xing)(xing)(xing)(xing)的(de)(de)認同(tong)本能(neng)地(di)遷移到對(dui)(dui)(dui)于(yu)朋輩榜(bang)樣(yang)(yang)(yang)的(de)(de)整體(ti)(ti)認同(tong)。朋輩榜(bang)樣(yang)(yang)(yang)在(zai)班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)成員(yuan)(yuan)(yuan)中享有(you)天然的(de)(de)話語權威，具備(bei)成為群體(ti)(ti)中“關鍵意見(jian)領袖”的(de)(de)原(yuan)生優勢(shi)，從(cong)而(er)造就了(le)榜(bang)樣(yang)(yang)(yang)“一呼百應”的(de)(de)現(xian)(xian)(xian)(xian)實情(qing)境，彰顯(xian)出朋輩榜(bang)樣(yang)(yang)(yang)的(de)(de)動(dong)(dong)(dong)(dong)(dong)員(yuan)(yuan)(yuan)功能(neng)。同(tong)時，朋輩榜(bang)樣(yang)(yang)(yang)的(de)(de)動(dong)(dong)(dong)(dong)(dong)員(yuan)(yuan)(yuan)功能(neng)也促進(jin)(jin)其自(zi)(zi)身的(de)(de)成長(chang)，即朋輩榜(bang)樣(yang)(yang)(yang)通過將(jiang)自(zi)(zi)我行(xing)(xing)(xing)(xing)(xing)動(dong)(dong)(dong)(dong)(dong)活(huo)力向外傳遞并影響(xiang)(xiang)其他(ta)成員(yuan)(yuan)(yuan)，進(jin)(jin)一步塑造自(zi)(zi)己(ji)的(de)(de)全方(fang)位的(de)(de)發(fa)展機(ji)能(neng)，產生正向增強(qiang)(qiang)型循環(huan)。榜(bang)樣(yang)(yang)(yang)動(dong)(dong)(dong)(dong)(dong)員(yuan)(yuan)(yuan)模(mo)(mo)式與班(ban)(ban)(ban)(ban)(ban)干(gan)部(bu)動(dong)(dong)(dong)(dong)(dong)員(yuan)(yuan)(yuan)模(mo)(mo)式的(de)(de)差(cha)別(bie)體(ti)(ti)現(xian)(xian)(xian)(xian)在(zai)行(xing)(xing)(xing)(xing)(xing)動(dong)(dong)(dong)(dong)(dong)動(dong)(dong)(dong)(dong)(dong)機(ji)和行(xing)(xing)(xing)(xing)(xing)動(dong)(dong)(dong)(dong)(dong)邏輯兩個(ge)(ge)方(fang)面上(shang)。從(cong)行(xing)(xing)(xing)(xing)(xing)動(dong)(dong)(dong)(dong)(dong)動(dong)(dong)(dong)(dong)(dong)機(ji)來看，青(qing)年(nian)大(da)學生對(dui)(dui)(dui)榜(bang)樣(yang)(yang)(yang)動(dong)(dong)(dong)(dong)(dong)員(yuan)(yuan)(yuan)的(de)(de)響(xiang)(xiang)應更多地(di)出自(zi)(zi)于(yu)對(dui)(dui)(dui)榜(bang)樣(yang)(yang)(yang)個(ge)(ge)人(ren)的(de)(de)情(qing)感(gan)(gan)(gan)認同(tong)，而(er)對(dui)(dui)(dui)班(ban)(ban)(ban)(ban)(ban)干(gan)部(bu)動(dong)(dong)(dong)(dong)(dong)員(yuan)(yuan)(yuan)的(de)(de)響(xiang)(xiang)應更多地(di)來自(zi)(zi)于(yu)對(dui)(dui)(dui)現(xian)(xian)(xian)(xian)行(xing)(xing)(xing)(xing)(xing)班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)管理制度的(de)(de)遵從(cong)。情(qing)感(gan)(gan)(gan)動(dong)(dong)(dong)(dong)(dong)機(ji)不(bu)僅效能(neng)更強(qiang)(qiang)，而(er)且具有(you)可持續性和疊加性，而(er)遵從(cong)動(dong)(dong)(dong)(dong)(dong)機(ji)一旦出現(xian)(xian)(xian)(xian)違背(bei)個(ge)(ge)例就會被(bei)打破(po)，出現(xian)(xian)(xian)(xian)“破(po)罐(guan)子破(po)摔”的(de)(de)現(xian)(xian)(xian)(xian)象(xiang)。從(cong)行(xing)(xing)(xing)(xing)(xing)動(dong)(dong)(dong)(dong)(dong)邏輯上(shang)看，榜(bang)樣(yang)(yang)(yang)動(dong)(dong)(dong)(dong)(dong)員(yuan)(yuan)(yuan)往往是以榜(bang)樣(yang)(yang)(yang)為核(he)心向周圍成員(yuan)(yuan)(yuan)擴散的(de)(de)輻射(she)式行(xing)(xing)(xing)(xing)(xing)動(dong)(dong)(dong)(dong)(dong)，班(ban)(ban)(ban)(ban)(ban)干(gan)部(bu)動(dong)(dong)(dong)(dong)(dong)員(yuan)(yuan)(yuan)則是“班(ban)(ban)(ban)(ban)(ban)主(zhu)任/輔導員(yuan)(yuan)(yuan)—班(ban)(ban)(ban)(ban)(ban)干(gan)部(bu)—班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)成員(yuan)(yuan)(yuan)”層級(ji)(ji)(ji)式行(xing)(xing)(xing)(xing)(xing)動(dong)(dong)(dong)(dong)(dong)。班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)榜(bang)樣(yang)(yang)(yang)的(de)(de)多點輻射(she)容(rong)易(yi)出現(xian)(xian)(xian)(xian)“星(xing)星(xing)之火，可以燎原(yuan)”的(de)(de)態勢(shi)，渲染出集體(ti)(ti)的(de)(de)參與感(gan)(gan)(gan)和榮譽感(gan)(gan)(gan)。而(er)層級(ji)(ji)(ji)式的(de)(de)行(xing)(xing)(xing)(xing)(xing)動(dong)(dong)(dong)(dong)(dong)邏輯不(bu)僅容(rong)易(yi)出現(xian)(xian)(xian)(xian)鏈條(tiao)斷裂現(xian)(xian)(xian)(xian)象(xiang)，而(er)且不(bu)持久，同(tong)時，班(ban)(ban)(ban)(ban)(ban)干(gan)部(bu)也容(rong)易(yi)被(bei)反射(she)回來的(de)(de)阻力降(jiang)低獲得感(gan)(gan)(gan)。由此可見(jian)，榜(bang)樣(yang)(yang)(yang)在(zai)班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)共(gong)(gong)同(tong)體(ti)(ti)治(zhi)(zhi)理中具有(you)顯(xian)著的(de)(de)動(dong)(dong)(dong)(dong)(dong)員(yuan)(yuan)(yuan)功能(neng)，而(er)且凸顯(xian)出不(bu)可替代(dai)的(de)(de)治(zhi)(zhi)理優勢(shi)，更是對(dui)(dui)(dui)原(yuan)有(you)班(ban)(ban)(ban)(ban)(ban)干(gan)部(bu)動(dong)(dong)(dong)(dong)(dong)員(yuan)(yuan)(yuan)模(mo)(mo)式的(de)(de)有(you)益補充(chong)。兩種動(dong)(dong)(dong)(dong)(dong)員(yuan)(yuan)(yuan)模(mo)(mo)式的(de)(de)有(you)機(ji)融合(he)可以有(you)效增強(qiang)(qiang)班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)成員(yuan)(yuan)(yuan)的(de)(de)行(xing)(xing)(xing)(xing)(xing)動(dong)(dong)(dong)(dong)(dong)力，破(po)除班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)中容(rong)易(yi)存在(zai)的(de)(de)“圈層化”壁壘(lei)，破(po)解班(ban)(ban)(ban)(ban)(ban)級(ji)(ji)(ji)成員(yuan)(yuan)(yuan)“原(yuan)子化”現(xian)(xian)(xian)(xian)象(xiang)。

（三）調適功能

班(ban)級(ji)(ji)(ji)(ji)是(shi)青(qing)年(nian)大(da)學(xue)(xue)生(sheng)(sheng)(sheng)(sheng)群體中的(de)(de)(de)(de)(de)微觀社會(hui)，班(ban)級(ji)(ji)(ji)(ji)成(cheng)員(yuan)之(zhi)間(jian)(jian)以及(ji)其與外(wai)部(bu)的(de)(de)(de)(de)(de)普遍(bian)聯系構成(cheng)了(le)青(qing)年(nian)大(da)學(xue)(xue)生(sheng)(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)社交(jiao)網絡。大(da)學(xue)(xue)生(sheng)(sheng)(sheng)(sheng)在(zai)(zai)(zai)(zai)由(you)家(jia)庭生(sheng)(sheng)(sheng)(sheng)活(huo)轉向(xiang)社會(hui)生(sheng)(sheng)(sheng)(sheng)活(huo)的(de)(de)(de)(de)(de)主(zhu)體性(xing)發展(zhan)(zhan)轉折期(qi)，易因不能(neng)(neng)正(zheng)確(que)處理(li)“自(zi)我”與“他者”在(zai)(zai)(zai)(zai)主(zhu)體性(xing)實現(xian)中的(de)(de)(de)(de)(de)矛(mao)盾而產生(sheng)(sheng)(sheng)(sheng)碰撞(zhuang)沖(chong)(chong)突(tu)，在(zai)(zai)(zai)(zai)師生(sheng)(sheng)(sheng)(sheng)關系和(he)(he)(he)生(sheng)(sheng)(sheng)(sheng)生(sheng)(sheng)(sheng)(sheng)關系中沖(chong)(chong)突(tu)時(shi)有(you)發生(sheng)(sheng)(sheng)(sheng)，甚至會(hui)造成(cheng)嚴重后果(guo)(guo)。而朋(peng)(peng)(peng)輩(bei)(bei)(bei)榜樣(yang)向(xiang)外(wai)可(ke)以調和(he)(he)(he)班(ban)級(ji)(ji)(ji)(ji)成(cheng)員(yuan)與外(wai)部(bu)之(zhi)間(jian)(jian)的(de)(de)(de)(de)(de)碰撞(zhuang)，向(xiang)內能(neng)(neng)夠適(shi)(shi)度(du)緩解(jie)班(ban)級(ji)(ji)(ji)(ji)成(cheng)員(yuan)內部(bu)的(de)(de)(de)(de)(de)摩擦(ca)。朋(peng)(peng)(peng)輩(bei)(bei)(bei)榜樣(yang)作為(wei)大(da)學(xue)(xue)生(sheng)(sheng)(sheng)(sheng)社交(jiao)鏈條中最直(zhi)接(jie)、最平(ping)等(deng)的(de)(de)(de)(de)(de)一環，個性(xing)特點、認知能(neng)(neng)力和(he)(he)(he)語言體系等(deng)各方面都與班(ban)級(ji)(ji)(ji)(ji)成(cheng)員(yuan)較為(wei)一致，因此，朋(peng)(peng)(peng)輩(bei)(bei)(bei)榜樣(yang)能(neng)(neng)夠在(zai)(zai)(zai)(zai)矛(mao)盾初期(qi)介(jie)入(ru)調適(shi)(shi)沖(chong)(chong)突(tu)動因，在(zai)(zai)(zai)(zai)矛(mao)盾中期(qi)協助調解(jie)沖(chong)(chong)突(tu)行(xing)為(wei)，在(zai)(zai)(zai)(zai)矛(mao)盾后期(qi)持(chi)續調適(shi)(shi)不良(liang)情(qing)緒。從介(jie)入(ru)時(shi)機(ji)上，朋(peng)(peng)(peng)輩(bei)(bei)(bei)榜樣(yang)與班(ban)級(ji)(ji)(ji)(ji)成(cheng)員(yuan)處在(zai)(zai)(zai)(zai)同一或接(jie)近(jin)的(de)(de)(de)(de)(de)物理(li)空間(jian)(jian)，同時(shi)也處于相近(jin)的(de)(de)(de)(de)(de)網絡虛擬空間(jian)(jian)，更容易察(cha)覺班(ban)級(ji)(ji)(ji)(ji)成(cheng)員(yuan)之(zhi)間(jian)(jian)碰撞(zhuang)沖(chong)(chong)突(tu)在(zai)(zai)(zai)(zai)微觀互(hu)動中的(de)(de)(de)(de)(de)跡象并在(zai)(zai)(zai)(zai)早期(qi)予以一定程(cheng)度(du)的(de)(de)(de)(de)(de)消(xiao)解(jie)；從介(jie)入(ru)方式上，朋(peng)(peng)(peng)輩(bei)(bei)(bei)榜樣(yang)的(de)(de)(de)(de)(de)調解(jie)行(xing)為(wei)更容易被接(jie)受(shou)，相似(si)身份同頻共(gong)振的(de)(de)(de)(de)(de)情(qing)理(li)交(jiao)融比說教(jiao)更有(you)效；從介(jie)入(ru)效果(guo)(guo)上，朋(peng)(peng)(peng)輩(bei)(bei)(bei)榜樣(yang)持(chi)續帶動和(he)(he)(he)影響(xiang)班(ban)級(ji)(ji)(ji)(ji)成(cheng)員(yuan)反思和(he)(he)(he)總結“自(zi)我”和(he)(he)(he)“他者”的(de)(de)(de)(de)(de)關系，比單純(chun)的(de)(de)(de)(de)(de)家(jia)長(chang)式指(zhi)責更具潤物細無(wu)聲的(de)(de)(de)(de)(de)效果(guo)(guo)。總之(zhi)，班(ban)級(ji)(ji)(ji)(ji)朋(peng)(peng)(peng)輩(bei)(bei)(bei)榜樣(yang)的(de)(de)(de)(de)(de)調適(shi)(shi)功(gong)能(neng)(neng)是(shi)回應(ying)班(ban)級(ji)(ji)(ji)(ji)共(gong)同體思想政治教(jiao)育功(gong)能(neng)(neng)的(de)(de)(de)(de)(de)具體化展(zhan)(zhan)現(xian)，以朋(peng)(peng)(peng)輩(bei)(bei)(bei)視角介(jie)入(ru)和(he)(he)(he)解(jie)決矛(mao)盾，以朋(peng)(peng)(peng)輩(bei)(bei)(bei)力量調節和(he)(he)(he)推動關系發展(zhan)(zhan)，更好地塑造青(qing)年(nian)大(da)學(xue)(xue)生(sheng)(sheng)(sheng)(sheng)成(cheng)長(chang)的(de)(de)(de)(de)(de)人際環境。

（四）融構功能

在(zai)高校中，班(ban)(ban)(ban)(ban)級(ji)是大學生頻繁接觸和(he)(he)親密交往的(de)(de)(de)集(ji)體(ti)(ti)生活的(de)(de)(de)主(zhu)要載體(ti)(ti)，大學生個體(ti)(ti)自由和(he)(he)集(ji)體(ti)(ti)生活的(de)(de)(de)平衡(heng)構(gou)(gou)成了班(ban)(ban)(ban)(ban)級(ji)共(gong)同(tong)體(ti)(ti)的(de)(de)(de)生活秩序(xu)。發(fa)揮朋(peng)輩(bei)(bei)榜(bang)(bang)(bang)樣(yang)(yang)(yang)引領作(zuo)用，形(xing)成班(ban)(ban)(ban)(ban)級(ji)共(gong)識，能夠更好地幫助(zhu)班(ban)(ban)(ban)(ban)級(ji)成員(yuan)(yuan)認同(tong)和(he)(he)敬(jing)畏守則，變管(guan)理為治理，促(cu)進(jin)共(gong)同(tong)體(ti)(ti)成員(yuan)(yuan)成長(chang)進(jin)步。在(zai)班(ban)(ban)(ban)(ban)級(ji)共(gong)同(tong)體(ti)(ti)中，各(ge)個體(ti)(ti)之間(jian)存(cun)(cun)在(zai)著(zhu)現實(shi)的(de)(de)(de)相互聯系、相互作(zuo)用，受整(zheng)體(ti)(ti)支(zhi)撐和(he)(he)限制的(de)(de)(de)同(tong)時又(you)制約和(he)(he)影(ying)響(xiang)整(zheng)體(ti)(ti)的(de)(de)(de)發(fa)展(zhan)(zhan)，當(dang)整(zheng)體(ti)(ti)產生相同(tong)希求(qiu)時，將(jiang)促(cu)使(shi)(shi)所有(you)(you)成員(yuan)(yuan)思考(kao)并產生抉(jue)擇意(yi)志促(cu)使(shi)(shi)事(shi)件發(fa)展(zhan)(zhan)。在(zai)高校班(ban)(ban)(ban)(ban)級(ji)共(gong)同(tong)體(ti)(ti)中，各(ge)個體(ti)(ti)擁(yong)有(you)(you)相似的(de)(de)(de)當(dang)前(qian)存(cun)(cun)在(zai)，當(dang)朋(peng)輩(bei)(bei)榜(bang)(bang)(bang)樣(yang)(yang)(yang)缺位或未發(fa)生作(zuo)用時，將(jiang)會導(dao)致(zhi)整(zheng)體(ti)(ti)不能形(xing)成有(you)(you)效抉(jue)擇意(yi)志，逐漸(jian)分裂隔離，班(ban)(ban)(ban)(ban)級(ji)成員(yuan)(yuan)進(jin)一步“原子(zi)化(hua)”，集(ji)體(ti)(ti)力量萎縮。充分發(fa)揮朋(peng)輩(bei)(bei)榜(bang)(bang)(bang)樣(yang)(yang)(yang)功能，使(shi)(shi)朋(peng)輩(bei)(bei)榜(bang)(bang)(bang)樣(yang)(yang)(yang)在(zai)整(zheng)體(ti)(ti)中占據主(zhu)流抉(jue)擇意(yi)志和(he)(he)導(dao)向，有(you)(you)利于達到(dao)個體(ti)(ti)自由與(yu)集(ji)體(ti)(ti)構(gou)(gou)建的(de)(de)(de)平衡(heng)，進(jin)而幫助(zhu)其(qi)他個體(ti)(ti)平衡(heng)發(fa)展(zhan)(zhan)和(he)(he)班(ban)(ban)(ban)(ban)級(ji)整(zheng)體(ti)(ti)發(fa)展(zhan)(zhan)，使(shi)(shi)朋(peng)輩(bei)(bei)榜(bang)(bang)(bang)樣(yang)(yang)(yang)在(zai)班(ban)(ban)(ban)(ban)級(ji)共(gong)識的(de)(de)(de)形(xing)成和(he)(he)落實(shi)過(guo)程中起到(dao)融匯各(ge)方(fang)意(yi)見和(he)(he)構(gou)(gou)建執行機制的(de)(de)(de)基礎作(zuo)用。在(zai)班(ban)(ban)(ban)(ban)級(ji)共(gong)同(tong)體(ti)(ti)秩序(xu)形(xing)成過(guo)程中，朋(peng)輩(bei)(bei)榜(bang)(bang)(bang)樣(yang)(yang)(yang)既(ji)能有(you)(you)效推(tui)動規章制度(du)類“剛性”秩序(xu)的(de)(de)(de)建立(li)和(he)(he)施行，又(you)能通過(guo)“柔(rou)性”班(ban)(ban)(ban)(ban)級(ji)共(gong)識凝聚(ju)的(de)(de)(de)過(guo)程潛移默化(hua)地影(ying)響(xiang)共(gong)同(tong)體(ti)(ti)成員(yuan)(yuan)，并作(zuo)為“隱性”示(shi)范為成員(yuan)(yuan)的(de)(de)(de)職業生涯發(fa)展(zhan)(zhan)指(zhi)明(ming)方(fang)向。

三、班級共同體治理的優化策略

榜樣(yang)是顯性(xing)的(de)思想(xiang)政(zheng)治(zhi)教(jiao)育(yu)資(zi)源(yuan)(yuan)，隱(yin)性(xing)的(de)班(ban)級(ji)(ji)共(gong)(gong)同(tong)(tong)體(ti)治(zhi)理資(zi)源(yuan)(yuan)。長(chang)期以來，朋(peng)輩(bei)榜樣(yang)作為班(ban)級(ji)(ji)治(zhi)理工作的(de)顯性(xing)資(zi)源(yuan)(yuan)，容易“掛(gua)在(zai)嘴邊”，落不到實處(chu)，其在(zai)班(ban)級(ji)(ji)共(gong)(gong)同(tong)(tong)體(ti)治(zhi)理中隱(yin)性(xing)發力、潤物細無聲的(de)效用沒有得到充(chong)(chong)分發揮(hui)(hui)[6]。在(zai)班(ban)級(ji)(ji)管理向班(ban)級(ji)(ji)治(zhi)理轉變的(de)新態勢下，要(yao)想(xiang)進一步發揮(hui)(hui)班(ban)級(ji)(ji)共(gong)(gong)同(tong)(tong)體(ti)治(zhi)理的(de)先進性(xing)和(he)有效性(xing)，就需要(yao)充(chong)(chong)分挖(wa)掘朋(peng)輩(bei)榜樣(yang)的(de)隱(yin)性(xing)資(zi)源(yuan)(yuan)，凝聚(ju)班(ban)級(ji)(ji)成員共(gong)(gong)同(tong)(tong)意(yi)志(zhi)，激發班(ban)級(ji)(ji)成員共(gong)(gong)同(tong)(tong)行動，助推(tui)班(ban)級(ji)(ji)成員共(gong)(gong)同(tong)(tong)發展。

（一(yi)）優化推選議(yi)程(cheng)，凝聚班級成(cheng)員共同意志

通(tong)(tong)(tong)過創(chuang)設全方位(wei)、立體(ti)化的評選(xuan)、宣(xuan)傳(chuan)與(yu)(yu)表彰活(huo)(huo)動(dong)(dong)，形(xing)成(cheng)(cheng)(cheng)完整的朋(peng)輩(bei)榜(bang)(bang)樣(yang)(yang)(yang)(yang)推選(xuan)議(yi)程，發揮朋(peng)輩(bei)榜(bang)(bang)樣(yang)(yang)(yang)(yang)正(zheng)向(xiang)(xiang)(xiang)價值(zhi)導(dao)向(xiang)(xiang)(xiang)作用(yong)，凝聚共(gong)同意(yi)(yi)志(zhi)(zhi)。共(gong)同體(ti)的精神意(yi)(yi)志(zhi)(zhi)既非通(tong)(tong)(tong)過人(ren)(ren)力形(xing)成(cheng)(cheng)(cheng)并(bing)(bing)貫徹，也非依靠器具發揮效用(yong)形(xing)成(cheng)(cheng)(cheng)并(bing)(bing)貫徹，而是(shi)由表象(xiang)與(yu)(yu)思(si)想(xiang)確(que)定。共(gong)同意(yi)(yi)志(zhi)(zhi)對(dui)共(gong)同體(ti)發揮的重(zhong)要功能(neng)(neng)就是(shi)“下判斷”與(yu)(yu)“做指引(yin)(yin)”，也就是(shi)通(tong)(tong)(tong)過權衡事(shi)件、行(xing)動(dong)(dong)和(he)(he)個體(ti)意(yi)(yi)志(zhi)(zhi)來發揮效用(yong)。在(zai)各種價值(zhi)觀念、新潮思(si)想(xiang)不斷涌現(xian)、相互碰撞的當(dang)今社會(hui)，高校(xiao)大學生面臨著(zhu)諸多外在(zai)誘惑(huo)與(yu)(yu)內生沖突，難以(yi)做出正(zheng)確(que)的選(xuan)擇(ze)。而正(zheng)確(que)的班(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)共(gong)同意(yi)(yi)志(zhi)(zhi)能(neng)(neng)夠(gou)在(zai)無形(xing)中指導(dao)并(bing)(bing)引(yin)(yin)領班(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)成(cheng)(cheng)(cheng)員(yuan)(yuan)，以(yi)朋(peng)輩(bei)榜(bang)(bang)樣(yang)(yang)(yang)(yang)為具體(ti)存在(zai)，在(zai)特定時期或場(chang)合扮演“引(yin)(yin)導(dao)者”這一角色。朋(peng)輩(bei)榜(bang)(bang)樣(yang)(yang)(yang)(yang)調適與(yu)(yu)融(rong)構的功能(neng)(neng)能(neng)(neng)夠(gou)與(yu)(yu)班(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)成(cheng)(cheng)(cheng)員(yuan)(yuan)共(gong)同意(yi)(yi)志(zhi)(zhi)發揮效用(yong)的機制疊加共(gong)振(zhen)，通(tong)(tong)(tong)過塑造符合社會(hui)主義核心(xin)價值(zhi)觀導(dao)向(xiang)(xiang)(xiang)的朋(peng)輩(bei)榜(bang)(bang)樣(yang)(yang)(yang)(yang)，進一步凝聚班(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)成(cheng)(cheng)(cheng)員(yuan)(yuan)共(gong)同意(yi)(yi)志(zhi)(zhi)，指引(yin)(yin)成(cheng)(cheng)(cheng)員(yuan)(yuan)成(cheng)(cheng)(cheng)長方向(xiang)(xiang)(xiang)。樹立榜(bang)(bang)樣(yang)(yang)(yang)(yang)不只是(shi)挖掘(jue)出一種資源，更是(shi)隱含(han)在(zai)挖掘(jue)、塑造、宣(xuan)傳(chuan)等(deng)動(dong)(dong)態交替(ti)議(yi)程中的技術手段(duan)。因此，教(jiao)師要通(tong)(tong)(tong)過對(dui)班(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)成(cheng)(cheng)(cheng)員(yuan)(yuan)動(dong)(dong)態摸排(pai)，利用(yong)好新生始業教(jiao)育(yu)、初始訪談、學術活(huo)(huo)動(dong)(dong)、社會(hui)實踐活(huo)(huo)動(dong)(dong)等(deng)途徑(jing)，尋(xun)找、發現(xian)動(dong)(dong)人(ren)(ren)故事(shi)和(he)(he)感人(ren)(ren)典型。同時，鼓(gu)勵班(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)成(cheng)(cheng)(cheng)員(yuan)(yuan)用(yong)第一視角審視朋(peng)輩(bei)榜(bang)(bang)樣(yang)(yang)(yang)(yang)，引(yin)(yin)導(dao)班(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)成(cheng)(cheng)(cheng)員(yuan)(yuan)采訪、拍攝(she)榜(bang)(bang)樣(yang)(yang)(yang)(yang)故事(shi)，通(tong)(tong)(tong)過班(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)公眾號、文化墻(qiang)等(deng)形(xing)式呈現(xian)和(he)(he)宣(xuan)傳(chuan)，從(cong)而使班(ban)(ban)(ban)(ban)級(ji)(ji)(ji)(ji)成(cheng)(cheng)(cheng)員(yuan)(yuan)能(neng)(neng)夠(gou)用(yong)心(xin)體(ti)會(hui)和(he)(he)感悟榜(bang)(bang)樣(yang)(yang)(yang)(yang)的成(cheng)(cheng)(cheng)長歷程，學習(xi)和(he)(he)認(ren)同身(shen)邊的榜(bang)(bang)樣(yang)(yang)(yang)(yang)。

（二）推動(dong)群體(ti)凝聚，激發班級(ji)成(cheng)員(yuan)共同(tong)行動(dong)

構建(jian)學術(shu)交流(liu)(liu)、社(she)會服務、文(wen)體(ti)(ti)(ti)(ti)活(huo)動(dong)(dong)(dong)(dong)(dong)(dong)等多(duo)種多(duo)樣的(de)(de)(de)(de)(de)(de)活(huo)動(dong)(dong)(dong)(dong)(dong)(dong)平臺，使(shi)朋(peng)輩(bei)(bei)榜(bang)樣能夠帶動(dong)(dong)(dong)(dong)(dong)(dong)班級(ji)(ji)成(cheng)員(yuan)(yuan)進(jin)(jin)一(yi)步融入集(ji)體(ti)(ti)(ti)(ti)，激活(huo)朋(peng)輩(bei)(bei)榜(bang)樣行(xing)(xing)動(dong)(dong)(dong)(dong)(dong)(dong)賦能作(zuo)用，激發(fa)共(gong)同行(xing)(xing)動(dong)(dong)(dong)(dong)(dong)(dong)。共(gong)同意志(zhi)(zhi)與(yu)共(gong)同行(xing)(xing)動(dong)(dong)(dong)(dong)(dong)(dong)之(zhi)間的(de)(de)(de)(de)(de)(de)關系通(tong)過(guo)(guo)內(nei)在聯(lian)結(jie)(jie)和(he)外在推(tui)動(dong)(dong)(dong)(dong)(dong)(dong)實現，互相維(wei)持并螺旋上升。共(gong)同意志(zhi)(zhi)在班級(ji)(ji)共(gong)同體(ti)(ti)(ti)(ti)內(nei)部的(de)(de)(de)(de)(de)(de)普遍(bian)聯(lian)結(jie)(jie)，需要(yao)通(tong)過(guo)(guo)集(ji)體(ti)(ti)(ti)(ti)的(de)(de)(de)(de)(de)(de)共(gong)同行(xing)(xing)動(dong)(dong)(dong)(dong)(dong)(dong)進(jin)(jin)行(xing)(xing)彰顯，同時，共(gong)同行(xing)(xing)動(dong)(dong)(dong)(dong)(dong)(dong)也(ye)可(ke)以提升成(cheng)員(yuan)(yuan)的(de)(de)(de)(de)(de)(de)班級(ji)(ji)共(gong)同體(ti)(ti)(ti)(ti)體(ti)(ti)(ti)(ti)驗感。班級(ji)(ji)成(cheng)員(yuan)(yuan)共(gong)同行(xing)(xing)動(dong)(dong)(dong)(dong)(dong)(dong)，即從策劃、討論(lun)，到籌(chou)備(bei)、宣傳(chuan)，再到開展、總(zong)結(jie)(jie)，其(qi)源動(dong)(dong)(dong)(dong)(dong)(dong)力往往來自(zi)于朋(peng)輩(bei)(bei)榜(bang)樣的(de)(de)(de)(de)(de)(de)發(fa)起和(he)支撐(cheng)，同樣，成(cheng)員(yuan)(yuan)的(de)(de)(de)(de)(de)(de)個人體(ti)(ti)(ti)(ti)驗初(chu)始度，如(ru)對班級(ji)(ji)活(huo)動(dong)(dong)(dong)(dong)(dong)(dong)的(de)(de)(de)(de)(de)(de)了解和(he)參(can)與(yu)活(huo)動(dong)(dong)(dong)(dong)(dong)(dong)的(de)(de)(de)(de)(de)(de)意愿(yuan)等，也(ye)常來自(zi)于朋(peng)輩(bei)(bei)榜(bang)樣的(de)(de)(de)(de)(de)(de)表率和(he)帶動(dong)(dong)(dong)(dong)(dong)(dong)。朋(peng)輩(bei)(bei)榜(bang)樣在將個體(ti)(ti)(ti)(ti)帶入班級(ji)(ji)共(gong)同行(xing)(xing)動(dong)(dong)(dong)(dong)(dong)(dong)的(de)(de)(de)(de)(de)(de)積(ji)極(ji)循環中發(fa)揮著基礎性的(de)(de)(de)(de)(de)(de)作(zuo)用。當前(qian)的(de)(de)(de)(de)(de)(de)班級(ji)(ji)活(huo)動(dong)(dong)(dong)(dong)(dong)(dong)主(zhu)要(yao)輻射和(he)影響(xiang)“社(she)交內(nei)圈”的(de)(de)(de)(de)(de)(de)成(cheng)員(yuan)(yuan)，主(zhu)要(yao)通(tong)過(guo)(guo)學術(shu)成(cheng)果分享活(huo)動(dong)(dong)(dong)(dong)(dong)(dong)、集(ji)體(ti)(ti)(ti)(ti)性文(wen)體(ti)(ti)(ti)(ti)活(huo)動(dong)(dong)(dong)(dong)(dong)(dong)等擴(kuo)大影響(xiang)力。而(er)班級(ji)(ji)中的(de)(de)(de)(de)(de)(de)朋(peng)輩(bei)(bei)榜(bang)樣如(ru)同球隊的(de)(de)(de)(de)(de)(de)“大前(qian)鋒(feng)”，帶動(dong)(dong)(dong)(dong)(dong)(dong)成(cheng)員(yuan)(yuan)參(can)與(yu)到各(ge)類學科競賽、實踐活(huo)動(dong)(dong)(dong)(dong)(dong)(dong)、學術(shu)交流(liu)(liu)中，使(shi)班級(ji)(ji)成(cheng)員(yuan)(yuan)進(jin)(jin)一(yi)步開闊(kuo)視野，鍛煉能力，通(tong)過(guo)(guo)幫(bang)助(zhu)成(cheng)員(yuan)(yuan)獲(huo)得正向體(ti)(ti)(ti)(ti)驗反(fan)饋調動(dong)(dong)(dong)(dong)(dong)(dong)成(cheng)員(yuan)(yuan)積(ji)極(ji)性。

 （三）創(chuang)設成(cheng)長空間，助推班(ban)級成(cheng)員共同發(fa)展(zhan)

結(jie)合(he)理想信念(nian)教育，以班(ban)(ban)(ban)級(ji)(ji)(ji)的(de)(de)(de)(de)(de)思想政治教育功能為基點，創造(zao)更(geng)(geng)多(duo)機會、更(geng)(geng)大空(kong)間、更(geng)(geng)高平(ping)臺來發(fa)(fa)(fa)(fa)(fa)(fa)(fa)揮朋輩榜樣的(de)(de)(de)(de)(de)同(tong)(tong)(tong)(tong)頻(pin)共(gong)(gong)(gong)振作用，助(zhu)推共(gong)(gong)(gong)同(tong)(tong)(tong)(tong)發(fa)(fa)(fa)(fa)(fa)(fa)(fa)展(zhan)(zhan)。共(gong)(gong)(gong)同(tong)(tong)(tong)(tong)體(ti)(ti)的(de)(de)(de)(de)(de)發(fa)(fa)(fa)(fa)(fa)(fa)(fa)展(zhan)(zhan)具(ju)有自(zi)發(fa)(fa)(fa)(fa)(fa)(fa)(fa)性，衍生(sheng)于(yu)共(gong)(gong)(gong)同(tong)(tong)(tong)(tong)意(yi)志(zhi)的(de)(de)(de)(de)(de)發(fa)(fa)(fa)(fa)(fa)(fa)(fa)展(zhan)(zhan)和共(gong)(gong)(gong)同(tong)(tong)(tong)(tong)行動(dong)的(de)(de)(de)(de)(de)延展(zhan)(zhan)，同(tong)(tong)(tong)(tong)時(shi)與發(fa)(fa)(fa)(fa)(fa)(fa)(fa)展(zhan)(zhan)出的(de)(de)(de)(de)(de)內容交纏在(zai)(zai)一(yi)起。班(ban)(ban)(ban)級(ji)(ji)(ji)共(gong)(gong)(gong)同(tong)(tong)(tong)(tong)體(ti)(ti)的(de)(de)(de)(de)(de)發(fa)(fa)(fa)(fa)(fa)(fa)(fa)展(zhan)(zhan)并(bing)非(fei)一(yi)朝一(yi)夕之事，而要(yao)將無形(xing)的(de)(de)(de)(de)(de)共(gong)(gong)(gong)同(tong)(tong)(tong)(tong)體(ti)(ti)發(fa)(fa)(fa)(fa)(fa)(fa)(fa)展(zhan)(zhan)轉化為每個共(gong)(gong)(gong)同(tong)(tong)(tong)(tong)體(ti)(ti)成(cheng)(cheng)(cheng)員(yuan)(yuan)可見的(de)(de)(de)(de)(de)發(fa)(fa)(fa)(fa)(fa)(fa)(fa)展(zhan)(zhan)和變(bian)化，更(geng)(geng)需要(yao)久久為功。班(ban)(ban)(ban)級(ji)(ji)(ji)共(gong)(gong)(gong)同(tong)(tong)(tong)(tong)體(ti)(ti)建(jian)設根本上是要(yao)破解當前班(ban)(ban)(ban)級(ji)(ji)(ji)治理中(zhong)的(de)(de)(de)(de)(de)種種困境，培育具(ju)有集體(ti)(ti)意(yi)識、責(ze)任意(yi)識、擔當意(yi)識的(de)(de)(de)(de)(de)時(shi)代新人。只有全體(ti)(ti)班(ban)(ban)(ban)級(ji)(ji)(ji)成(cheng)(cheng)(cheng)員(yuan)(yuan)自(zi)覺認同(tong)(tong)(tong)(tong)社(she)會主流價值觀念(nian)，并(bing)在(zai)(zai)共(gong)(gong)(gong)同(tong)(tong)(tong)(tong)體(ti)(ti)中(zhong)不斷(duan)踐行，才能產生(sheng)同(tong)(tong)(tong)(tong)頻(pin)共(gong)(gong)(gong)振效(xiao)應。因(yin)此，要(yao)創造(zao)更(geng)(geng)多(duo)機會讓朋輩榜樣與班(ban)(ban)(ban)級(ji)(ji)(ji)成(cheng)(cheng)(cheng)員(yuan)(yuan)“碰(peng)撞感(gan)染”。例(li)如(ru)，開設學(xue)霸答疑室，鼓勵“學(xue)霸”通過線上線下相結(jie)合(he)的(de)(de)(de)(de)(de)形(xing)式面向班(ban)(ban)(ban)級(ji)(ji)(ji)成(cheng)(cheng)(cheng)員(yuan)(yuan)進行學(xue)業幫扶，同(tong)(tong)(tong)(tong)時(shi)也能夠在(zai)(zai)班(ban)(ban)(ban)級(ji)(ji)(ji)中(zhong)形(xing)成(cheng)(cheng)(cheng)濃厚的(de)(de)(de)(de)(de)學(xue)習氛圍；建(jian)設黨(dang)員(yuan)(yuan)志(zhi)愿(yuan)服務隊，發(fa)(fa)(fa)(fa)(fa)(fa)(fa)揮黨(dang)員(yuan)(yuan)帶頭作用，成(cheng)(cheng)(cheng)立志(zhi)愿(yuan)服務小隊，帶動(dong)其他成(cheng)(cheng)(cheng)員(yuan)(yuan)一(yi)起投(tou)入社(she)區服務、志(zhi)愿(yuan)維(wei)修(xiu)、科(ke)普宣講等志(zhi)愿(yuan)服務活動(dong)中(zhong)，從而使班(ban)(ban)(ban)級(ji)(ji)(ji)得(de)到共(gong)(gong)(gong)同(tong)(tong)(tong)(tong)發(fa)(fa)(fa)(fa)(fa)(fa)(fa)展(zhan)(zhan)。

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作者:沈遠(yuan) 李(li)濟沅 單位(wei):浙江大學