1、山 西 大 学2009 届在职人员攻读教育硕士专业学位论文幼儿园班级人文管理研究作者姓名 曾海霞指导教师 邢少颖 教授 杨素珍 教授学科专业 教育硕士研究方向 教育管理培养单位 教育科学学院学习年限 2007 年 3月2009 年 7月二九年五月A Thesis Submitted for 2009 Master ofEducation Degree at Shanxi UniversityResearch on Classs Humane Management of the KindergartenName Zeng HaixiaSupervisor Prof. Xing ShaoyingP
2、rof. Yang SuzhenMajor Master of EducationFiled of Research Education ManagementDepartment Institute of Education ScienceResearch Duration March 2007July 2009May 2009目 录第一章 问题的提出 .11.1 相关概念界定 .31.1.1 班级管理 .31.1.2 幼儿园班级管理 .31.1.3 人文管理 .41.1.4 班级人文管理 .51.1.5 幼儿园班级人文管理 .61.2 理论基础 .71.2.1 费尔巴哈的人本主义理论 .71
3、.2.2 梅奥的人际关 系学说 .71.2.3 杜威的教育本质论 .91.2.4 蒙特梭利的环境与纪律理论 .91.2.5 马卡连柯的集体主义理论 .101.2.6 苏霍姆林斯基的全面发展理论 .101.3 研究综述 .111.3.1 国内文献综述 .111.3.2 国外文献综述 .161.4 研究目的和意义 .201.4.1 研究的目的 .201.4.2 研究的意义 .21第二章 研究方法 .222.1 研究对象 .222.2 研究方法 .242.2.1 文献法 .242.2.2 访谈法 .252.3 研究步骤 .26第三章 研究结果与分析 .273.1 幼儿园班级管理计划的制定 .273.
4、1.1 计划内容已体现以人为本的管理思想 .273.1.2 计划能够根据发展需要进行调整 .273.2 幼儿园班级工作的实施 .283.2.1 幼儿园班级生活常规管理 .283.2.2 幼儿园班级教育管理 .303.2.3 幼儿园班级环境管理 .323.3 幼儿园班级管理的考核 .333.3.1 对幼儿的评估 .333.3.2 对班级工作的考核 .343.4 幼儿园班级人文管理中存在的问题 .353.4.1 对班级管理的认识不统一 .353.4.2 教师负担过重 .363.4.3 师幼地位不平等 .363.4.4 教师关系不和谐 .373.4.5 评价体系不健全 .383.4.6 常规管理缺乏
5、人文关怀 .383.5 幼儿园班级人文管理的方法 .403.5.1 尊重与信任幼儿 .403.5.2 宽容与激励幼儿 .413.5.3 创设人文环境 .413.5.4 实施人文关怀 .423.5.5 发动家长资源 .42第四章 问题 归因与实施建议 .444.1 导致问题的原因 .444.1.1 没有真正的理解以人为本的幼儿教育 .444.1.2 没有理解班级人文管理的内涵 .444.1.3 教师的人文素养不高 .444.2 建议 .464.2.1 明确幼儿在班级管理中的中心地位 .464.2.2 提高教师的人文素养 .474.2.3 常规管理与人文管理紧密融合 .484.2.4 积极创设班级
6、人文环境 .484.2.5 让幼儿在被爱与施爱中，感悟人文关怀 .50第五章 研究结论与不足 .515.1 研究结论 .515.2 存在的不足 .51参考文献 .52附录一 幼儿园班级人文管理研究幼儿园教师访谈提纲 .55附录二 幼儿园班级人文管理研究幼儿园园长访谈提纲 .57附录三 幼儿园班级人文管理研究幼儿园家长访谈提纲 .58发表文章 目录 .59致 谢 .60个人简况及联系方法 .62CONTENTS1 Presentation of research issues.11.1 Related concepts.31.1.1 Class management.31.1.2 Class m
7、anagement of kindergarten .31.1.3 Humane management.41.1.4 Class humane management .51.1.5 Class humane management of kindergarten.61.2 Theory foundation.71.2.1 L. A. Feuerbachs humanism .71.2.2 G. E. Mayos interpersonal relationships theory.71.2.3 J. Deweys cognition of the essence of education.91.
8、2.4 M. Montessoris theory about environment and discipline.91.2.5 A.C.s collectivism theory.101.2.6 B.A.s comprehensive developing theory.101.3 Literature review .111.3.1 Review of native literature .111.3.2 Review of foreign literature .161.4 Research purposes and significanse .201.4.1 Research pur
9、poses.201.4.2 Research significance.212 Research methods.222.1 Research objects.222.2 Research methods.242.2.1 Literature method .242.2.2 Interview method.252.3 Research scheduling.263 Research result and analysis .273.1 Establishment of class management plan of kindergarte .273.1.1 The contents of
10、plan has taken humanism into account.273.1.2 The execution of plan can adjust in time according to the needs of development .273.2 Execution of class management work of kindergarten .283.2.1 Life regulation management of kindergarten class .283.2.2 Education management of kindergarten class.303.2.3
11、Environment management of kindergarten class .323.3 Evaluation of class management of kindergarten .333.3.1 Examination of infants .333.3.2 Evaluation of class works.343.4 Problems existing in class humane management of kindergarten.353.4.1 The recognition on class management is not unified .353.4.2
12、 Teachers are overloaded.363.4.3 Teachers and infants positiones are unequal .363.4.4 The reationship between teachers is disharmonious .373.4.5 Evaluation system is distempered .383.4.6 The class management is lack of humanistic care.383.5 The main method of class humane management of kindergarten.
13、403.5.1 Respect and trust infants .403.5.2 Be tolerant towards and encourage infants .413.5.3 Establish humane environment .413.5.4 Implement humane care .423.5.5 Mobilize parents enthusiasm.424 Cause of problems and suggestions for class humane management .444.1 Cause of problems existing in class
14、humane management .444.1.1 The human-oriented preschool education is not really understood.444.1.2 The intension of class humanistic management is not understood.444.1.3 Preschool teachers humanistic quality is not high .444.2 Suggestions .464.2.1 Ensure the central role of infants in class manageme
15、nt .464.2.2 Improve the humanistic quality of teachers .474.2.3 Merge regulation management and humane management closely.484.2.4 Establish classs humane environment actively.484.2.5 Let infants to realize humane care during loving and being loved .505 Conclusion and deficiency .515.1 Research conclusion.515.2 Research deficiency.51Reference.52Appendix 1 Interview outline for preschool teachers of this research .55Appendix
