培养学生软能力的德国学生辅导项目  

Competency Development by Mentoring in School:Support of Soft Skills

作　　者：卡斯滕·鲁尔夫 张诗琪(译) 苏娇(译) Carsten Rohlfs(Institute for Educational Sciences,Faculty of Education and Social Sciences,Heidelberg University of Education,Keplerstraße 87,Heidelberg,69120,Germany)

机构地区：[1]海德堡师范大学教育科学系,巴登-符腾堡海德堡69120 [2]华东师范大学国际与比较教育研究所 [3]上海市教师教育学院

出　　处：《基础教育》2023年第3期103-112,共10页Journal of Schooling Studies

摘　　要：自20世纪90年代中期以来,德国开展了大量的“学生辅导项目”(Schülerhilfe-Projekte),主要是在课后以辅导(Mentoring)的形式满足学生尤其是那些处于社会不利地位学生的需求并减轻他们的负担。这一举措将部分儿童和青少年作为重点,使他们在与校外导师——主要是教育学专业大学生——集中的一对一辅导中获得支持。情感是这其中师生关系的一个重要层面,学习者的软能力(Soft Skills)发展在其中间接达成。本文从“一种个体的两人关系”“一种自愿的个人关系”“一种有益于各个辅导参与方的积极作用”来理解“导师(Mentor)”概念,将仍未有定论的“软能力”进一步区分为社会能力、情感能力和交流能力,说明其与专业能力、对待教育的态度和教育成功之间的关系,并介绍具有典型特点的德国学生辅导项目。在此基础上,运用动机自我决定理论,从辅导者与被辅导者的关系出发,探讨辅导的发生。Since the mid 1990’s,a variety of extracurricular after school tutoring programs have been established to meet the needs and demands of so-cially disadvantaged students through mentoring.The main focus of these initiatives has been on the support of individual children and adolescents in one-to-one mentoring programs with outside mentors,with a particular focus on mentoring for students interested in becoming science teachers.Relationships that have resulted from extracurricular mentoring programs possess an inherently emotional character,and have thus indirectly expanded students’soft skills.This article defines the idea of mentoring concretely and tries to better define the still quite ambiguous term,“soft skills”.Against this background,a se-lection of student assistance projects is presented and the question of the extent to whi6ch these forms of mentoring appear suitable to reinforce the social,e-motional and communicative competencies of children and adolescents is discussed.

关 键 词：中小学辅导 社会能力 情感能力 交流能力 

分 类 号：G513[文化科学—教育学]