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长期以来,我们对学生的德育大多停留在行为管理上,在教育过程中头痛医头、脚痛医脚的现象相当普遍。许多班主任整天陷于管纪律、管秩序、管卫生、管礼貌仪容和其他日常行为的困境之中而难以自拔。这样的教育与管理效果,治标不治本,费力不讨好。另一方面,由于对学生的德育表现难以进行定量分析,模糊性比较大,很难用量化的办法进行测定和教育,这又很容易致使我们的德育陷于主观性、随意性与被动性的不科学状态。怎样才能改变这种落后局面呢?根本的出路在于对学生进行德育目标管理。
For a long time, most of our moral education for students stays in the management of behavior. In the process of education, we find it very common to take pains and remedies. Many class teachers find it harder to stay trapped in the plight of discipline, discipline, hygiene, courtesy and other everyday behaviors. This effect of education and management, temporary solution, laborious not please. On the other hand, due to the difficulty of quantitative analysis of students’ moral education performance, the fuzziness is relatively large and it is difficult to measure and educate students with quantitative methods, which in turn can easily lead our moral education to subjectivity, arbitrariness and passiveness Scientific state How to change this kind of backwardness? The fundamental way out is to manage the moral education of students.