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湖南大学硕士学位论文中学教育管理中师生沟通问题的研究姓名：张跃华申请学位级别：硕士专业：公共管理指导教师：龙献忠20070415IIIIIAbstractByanalyzingtheutilizationofcommunicationtheoryinthebusinessmanagementandsociallife,andcombiningthistheorywiththeadministrationofsecondaryeducation,thisthesisstudiestheobstructionsofcommunicationbetweenteacherandstudentandproposessomecorrespondingcommunicationstrategieswhichcansurmounttheobstructions.Aroundtheproposition,teachingiscommunicating,thisthesisexpoundstheconcept,classifications,essentialfactorsoftheeducation,communication,andthespecificpropertyofit..Inviewoftheabove-mentionedrealization,thethesisanalysisthethreeobstructionsofcommunicationbetweenteacherandstudentintheadministrationofsecondaryeducation:Thefirstiscausedbytheteacherandstudents’specialstatusandrelations;Thesecondiscausedbythedifferenceofteacherandstudents’cognitionability;Thethirdiscausedbytheteacherandstudentdonothavethesamemoodandemotionatthesametime;Thethesispointesoutthreecorrespondingstrategiesaccordingtothereasonswhichcausedtheobstructionsthefirstifthe“respectandequality”strategywhichemphasizesthesamepersonalityofteacherandstudent,respectingandlovingeachother,democracyandequality,harmoniousrelationshipandteachingbenefitsteacherandstudentalike;thesecondistheknowledgestructureofsubjectgoeswiththecognitionstructurestrategy.Beforeteachingthebasicknowledgeandskills,theteachermastknowwellthestructurecharacteristicsofthesubjectandcodetheteachingcontentsinordertoagreewiththestudent’scognitionstructure.Thethirdisthecommunicationstrategyinviewofthestationofthestudentsmood,motion.Thisstrategydemandstheteacherstolistenandwatchthestudentsandunderstandthemandmustbeloving,careful,patient.Thethesismakesabeneficialexplorationtothequestionofthecommunicationbetweenteacherandstudentinthesecondaryeducation,wantstointroducecommunicationtheorytotheadministrationofthesecondaryeducation,toinstructsecondaryeducationpractice,todeveloptheusagescopeofcommunicationtheory,andtoenrichthetheorycontentofsecondaryeducationatthesametime.KeyWords:Communication;TeacherandStudent’sCommunication;AdministrationofSecondaryEducationI2001____2()200200-1-11.1karlDeutsch,1912—12-19.(1989).:,1989.1012-2-1.21.2.1801.2.2EricBerne...2005(5).31-3-1.2.3123,.2005.1.2005.7..:,2004..:,1996..:,2005..:,2003,36,..:,2005,21..():271,2005.123-125-4-1.3198882002MPA-5-22.11:13.51:18“”2.2-6--2.312-18..,2006.157-7-..,2006,032-8-33.1200341447814910..:2005.16-9-1234567..:2005.55..1997.23-10-121918..:,1999.93-96-11-3.2TPHouston12345-12-3.2.112183.2.2..:,2005.84-13-3.3XXXXXXXX11113131523-14--15-44.14.1.1;-16-4.1.24.1.2.1200378XXX200311383840..:,2005.5-17-4.1.2.2,:”,..:,2005.48-18-1455145141155115114.1.2.3..:,2005.11-19-4.2.().:,2000.432-433-20-..:,2001.401-402.().:,2000,430-21--22-4.3“3010“””“?”……..:,2005.13-23-944.3.1.().:,2000.346-347[],[]...:,2005.8-24-4.3.2XXXX4.3.3-25-4.3.4=+...:.2006.066-26--27--28-112321233-29--30-[1].(1989).:,1989[2]..,20055[3]..:,2004[4]...,1996[5]..:,2005[6]..1999[7]..2005.7[8]..2.2007.2[9]..2006.9[10]..1998.12[11]..2001.7[12]..2001[13]..2005[14]..2004.2[15]..2006.9[16]..2003[17]..:,2003[18],..:,2001[19]..(271),2005.2[20]..,2002[21]..:,2005[22]..,20023[23]..:,2005[24],,..:,1997[25].:.:,1999[26]..:,2005[27](),()...:,2005[28]..:,2000[29]..:,2001[30]..:-31-2006[31].,:,2005[32]..:,2002[33],..:,2005[34]()(Hattersley,M.E.),()(Munnet.L)...:,1999[35]..:,2000[36]..:,2001[37]..:,2001[38],..:,2003[39],..:,2003[40].4.:,2003[41],..:,1996[42]..:,1998[43]..:,2001[44],..:,2005[45].2().:,2000[46]...:,2005[47]..:,2002[48].1.:,2005[49],..:,2005[50].2005-12-11[51]..2005-24[52]..2005-4[53]..2004-10[54].2003-Z6[55].,2005-11-17[56]..http//shjy.dq.hl.cn/wz.asp?[57]Axley,S.R.Communicationatwork:ManagementandtheCommunicationIntensiveOrganization.Westport,Conn.:QuorumBooks.1996[58]Bernstein,R.J,BeyondObjectivismandRelativism,Oxford:BasilBlackwell.1983[59]Parker,S.ReflectiveTeachinginthePostmodernWorld.Buckingham:Open-32-UniversityPress.1997[60]Peter,R.DeekArrangementEffectsonPublicClassroomBehavior,JournalofEducationalPsychology,Vol.77,No.1.1985[61]Slavin,R.E.Cooperativelearning,ReviewofEducationalResearch,Vol.50,No.2-33-A[1],..2006,(3)-34-200235,MPA,,,,,,,,,,,,,MPAMPA20074中学教育管理中师生沟通问题的研究作者：张跃华学位授予单位：湖南大学相似文献(3条)1.期刊论文范秀代论教育活动中师生沟通的说话艺术-凯里学院学报2007,25(2)教师要想在教书育人上取得好的效果,就要做好与学生的沟通,而注重说话艺术:一是讲理的话要形象地说;二是批评的话要表扬着说;三是拒绝的话要引导着说.2.会议论文张秀芝优化教育管理,强化教学效果2006在总结本人多年从事中学教学与班级管理的经验与教训的基础上,提出了一套从课前准备,到课上教学,再到课后辅导的优化中学教育管理、强化教学效果的做法,并且在师生沟通和班级管理方面,也提出了一些有效的运筹与优化措施.通过实际工作中的应用,证明这一套优化理论与做法适用于中学生的管理与教学,具有较好效果.3.期刊论文胡继成中学教育管理中师生沟通的探究-新课程（教育学术）2010,(3)师生沟通在中学教育管理体系中的地位是不容置疑的,因此应当引起教育管理者是够的重视,但是也存在一些不足.本文链接：授权使用：上海海事大学(wflshyxy)，授权号：ce4eb523-cd9e-460f-8c93-9dfb004865a5下载时间：2010年9月24日