班主任成长的组织支持:本土经验与域外视点  

Organizational Support for the Growth of Banzhuren:Local Experience and External Perspectives

作　　者：王晋[1] 杨喆 WANG Jin;YANG Zhe(School of Education Science,Henan University)

机构地区：[1]河南大学教育科学学院,河南开封475004

出　　处：《教育理论与实践》2020年第10期29-34,共6页Theory and Practice of Education

基　　金：河南省教育厅2017年度人文社会科学研究资助计划项目“事业单位背景下的教师专业发展研究”(项目编号:2017-ZZJH-040)的阶段性研究成果。

摘　　要：学校组织的支持对于班主任成长非常必要,组织支持的效果直接影响着班主任成长的效果。我国学校对于班主任的组织支持有两类,一类是管理支持,另一类是共同体支持。管理支持的通行做法是制度支持、人文关怀和率先垂范。校长的教育情怀与领导能力是支撑学校组织支持到位的关键。共同体支持通常有班主任工作坊、青年班主任经验交流会及“老带新”师徒共同体等。域外学校组织对于“学生工作者”支持系统的做法是,注重提升学生工作者的学校地位,注重对学生工作者进行减负,注重鼓励学生工作者开展“家校共育”,注重学生工作者的职后培训等,这对于完善我国学校对于班主任的组织支持系统有很强的借鉴价值。The school organization support is very necessary for the Banzhuren's growth,the organization support effect directly affects the Banzhuren's growth effect.There are two kinds of organizational support for Banzhuren in our schools,one is management support,the other is community support.The common practice of management support lies in system support,humanistic care and leading by example.The principars educational feelings and leadership ability are the key to support the school organization.Community support usually includes head teachers'workshops,youth head teachers’experience sharing sessions and the“old mentor and new mentor community”.Foreign school organizational support for the“student worker”system approach focus on improving student worker's status in the school,reducing the burden on student workers,encouraging student workers to carry out family-school education,strengthening post-training for student workers.The foreign practice has certain reference value to organizational support for Banzhuren in our country.

关 键 词：班主任 班主任成长 组织支持 管理支持 共同体支持 学校组织 学生工作者 

分 类 号：G635.1[文化科学—教育学]