学生群体组织归属的学校适应性及其教育实践

Organizational Affiliation and School Adaptation of Students' Peer Groups and Its Educational Practice

对于同伴群体的跨学科研究连续性不足,且对教育实践具有误导性。对此,本研究采用跨学科的整合视角,运用案例研究方法,探究了学生同伴群体组织归属与学校适应性,及其相应的教育实践。研究表明:当同伴群体依次归属于班、级、校、外校、社会以及没有组织归属的家庭等各种状态时,学生在情绪、人际交往、学习、制度等学校适应性、社会适应性也逐渐降低;拆散同伴群体的做法导致部分学生的学校适应性降低甚至是教育悲剧的发生;不能拆散班级中的同伴群体,应是教育实践的一条基本原则;针对学校适应性不足的学生,教师应加强辅助和关怀。

Cross disciplinary research on peer groups has broken,and it is misleading to educational practice.In this study,the use of cross disciplinary perspective and case study method,to explore the students’peer groups and school adaptation and its education practice.The study found that as follows:(1)When the peer group in turn attributable to class,grade,school,the other school,the society and without organization affiliation of staying at home,students’school and social adaptation in the mood,interpersonal,learning and institution is gradually decreased.(2)Breaking up peer group lead to reduce students’adaptation or even education tragedy.(3)Don’t destroying student’peer group should be a basic principle of educational practice.(4)For lack of adaptation of students,teachers should enhance the supporting and caring.