留守儿童班集体管理策略探析 本文关键词：探析，留守，班集体，策略，儿童
留守儿童班集体管理策略探析 本文简介：本篇论文目录导航：【题目】留守儿童班集体管理策略探析【绪论】小学六年级留守儿童班级管理探究绪论【第一章】农村留守儿童班的初始状况【第二章】留守儿童班的班级管理探索【第三章】班级管理的实践成效【第四章】农村留守儿童班的管理反思【题后/参考文献】基于留守儿童的班级管理研究题后与参考文献 目录 摘要
留守儿童班集体管理策略探析 本文内容：
本篇论文目录导航：
【题目】留守儿童班集体管理策略探析
【绪论】小学六年级留守儿童班级管理探究绪论
【第一章】农村留守儿童班的初始状况
【第二章】留守儿童班的班级管理探索
【第三章】班级管理的实践成效
【第四章】农村留守儿童班的管理反思
【题后/参考文献】基于留守儿童的班级管理研究题后与参考文献
目 录
摘要
Abstract
绪论
（一）问题的缘起
（二）论文研究的意义
1、理论意义
2、实践意义
（三）核心概念界定
1.留守儿童
2.留守儿童班
3.班级管理
4.积极心理理念
（四）文献综述
1、对留守儿童情感方面的研究
2、对留守儿童教育方面的研究
3、对留守儿童特点的研究
（五）研究方法
一、农村留守儿童班的初始状况
二、留守儿童班的班级管理探索
（一）搭建平台，让孩子敞开心扉
1、开展“书信传情”主题班会，加强亲子沟通
2、增加交流渠道，缩小师生间的距离
3、书写真心话，鼓励孩子与临时监护人沟通
（二）开展系列活动加强班级凝聚力
1、板报设计比赛
2、开展丰富的课间活动
（三）加强安全教育，培养安全意识
（四）采用积极心理理念，塑造孩子自信、阳光的人格
1、加强自我分析，不断完善自我
2、进行团体辅导，发掘小团体的新功能
3、“三分钟”表演，提高孩子自信心
4、换个视角看留守，体会别样的快乐
三、班级管理的实践成效
（一）集体意识越来越浓
（二）自律意识增强
（三）班级学习氛围日渐浓厚
（四）小团体积极作用明显
四、农村留守儿童班的管理反思
（一）只有尊重留守儿童，才能走进他们的内心
（二）只有与家长合作，才能建立更好的成长平台
（三）心理问题应该成为关注的重心
（四）转移注意力，体会别样的快乐
（五）留守的孩子需要持续的关注
主要参考文献
致谢信
摘要
“留守儿童”一直受到社会的关注。笔者之所以在对留守儿童研究相对成熟的情况下依然选择这个题材，因为近几年关于留守儿童让人撕心裂肺的新闻层出不穷。笔者作为一名小学乡村教师自2014年9月至2015年7月所带领的班级23名学生中有22名是留守儿童。我称这个班级为：留守儿童班。刚开始接触这个班级的时候，孩子们学习积极性不高，班级凝聚力不强，导致处理班级事物的时候不知所措。为了更好带领这些特殊的孩子完成小学生活的最后一年，笔者根据班情，采取了一些方法，进行了一系列的班级管理探索，帮助留守的孩子享受美好的生活。希望借助班集体让留守的孩子忘却烦恼，做更好的自己。在本研究中，笔者将自己与孩子们之间的故事以叙事的方式进行叙述。笔者通过行动研究来不断改进方法，完善行为。
本文主要分为五个部分，第一部分绪论是概念界定以及文献综述，主要分析国内外关于留守儿童的相关研究。因为以往对留守儿童的班级管理研究较少，所以本文中笔者选择留守儿童作为研究对象，从班级管理的角度出发进行研究。
第二部分介绍农村留守儿童班的初始状况。通过对班级情况的分析找出班级中存在的问题与不足。
第三部分是对农村留守儿童班的班级管理探索。这一部分阐述了笔者针对农村留守儿童班存在的问题采取的一系列改进活动，通过活动帮助班级留守儿童健康成长。
第四部分是关于农村留守儿童班的管理成效。这部分主要分析经过一学年的管理工作，笔者所在的农村留守儿童班发生的变化。
最后一个部分是对农村留守儿童班的管理反思。通过管理农村留守儿童班，总结相关经验，对留守儿童的班级管理提出相应的管理建议，比如：对留守儿童进行持续性关注、留守儿童心理问题应该是关注的重点、注意与家长合作等等。
本文的创新之处是：将积极心理理念用于留守儿童班的管理，带领全体留守孩子转换视角，体验“留守”的快乐。
因为每个班级情况不同，每个留守的孩子面临的环境以及自身的性格也不尽相同，所以本论文并不具有普适性。笔者希望通过本文对农村留守儿童班的管理总结，为今后更好地为留守的孩子服务积累经验。
关键词：留守儿童；留守儿童班；班级管理
Abstract
The topic “Left-behind children” has always been the subject of publicconcerns. The author still chose this subject in the case of this research on the leftbehind children in relatively mature condition, due to the reason that numerous ofcases regarding to the left-behind children happened, which was really heartwrenching. Author worked as a village teacher in primary school from September2014 to July 2015, and in the class there were 22 students were left-behindchildren among 23. I call this class as “left-behind children class”. When Ifirst came into contact with this class, children's learning motivation was notstrong, and with not strong class cohesion and they were lack of experience how toproceed with the daily activities. In order to better leading these children tocomplete the last year of primary school life, based on class real condition, I tooksome methods to make a series of class innovation, to help the left-behind childrento enjoy a better life. I hope the class could help the left-behind children forgettheir worries and to do better themselves.In this study, the author will describe thestories between the author and children in a narrative way. Through real action andresearch, the author tried to improve teaching methods and to improve the childrenbehavior.
This paper is divided into five parts. The first part of the introduction is aconcept as well as a literature review. It was the main analysis study on left-behindchildren at both domestic and abroad. Because there was less research onleft-behind children class management in the past, so I choose the left-behindchildren as the object of study, and this study from the perspective of classmanagement.
The second section describes the initial situation of left-behind children class.
The author tried to identify problems and short comings in the class through ananalysis of this class.
The third part is the expore of class management on the left-behind children.
This section describes how the author solved the problem of left-behind children inrural areas by taking a series of improvement activities, to help lead to a healthygrowth of left-children.
Part four is about the management effect of left-behind children in rural areas.
This section analyses that, after a year of management, to show the changes amongthe left-behind children in rural areas.
The last part is a reflection on the management of class on the left-behindchildren in the rural areas. Through the management on these classes, I summed upexperiences, made recommendations appropriate to the class management ofleft-behind children, such as: the sustainability that the left-behind childrenconcerned, the unattended children psychological problems should be the focus,and we need to pay attention to cooperation with their parents and so on.
The Innovation of this paper is to lead the positive mental concepts into themanagement of left-behind children, to lead all the left-behind children shiftingtheir perspectives of daily life, and to experience the “left-behind” happiness.
This article is not universal because each children personalities and theirliving environment is different, and every left-behind children class real situationsare not the same. I hope that through this management summary of the left-behindchildren in rural areas, we could gain as much experiences as we can for a betterservice of the left-behind children in the future.
Key words:left-behind children; left-behind children class; class management
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