为了促使学生良好品德的形成,提高学生的素质,我从1980年至今,在四届高初中班级搞德育量化管理试验,强化对学生行为规范的训练,取得了较好的效果.这里粗略地谈一点做法和体会.一、采用量化机制开展“功”与“过”的评比1、建立测评量标:根据《中学生德育大纲》的要求,结合《中学生守则》、《中学生日常行为规范》的实施,从日常生活规范做起,共定出20多项可直接体现学生德行的具体的考评项目.如:迟到、早退、旷课、不听干部指挥、违犯课堂纪律、辱骂他人、打架、抽烟、病事假、损坏公物、乱吐乱画、考试不及格等扣分;室内卫生、环境卫生、公务劳动、参加各种活动、黑板报评比、创新报(学生手抄报)评比等,劣者扣分,优者加分;得到班干部 In order to promote the formation of students’ good moral character and improve the quality of students, I have conducted quantitative education tests on moral education in the four senior high school classes from 1980 to the present and strengthened the training of students’ behavioral norms. This has achieved good results. One way and experience. First, use the quantification mechanism to carry out the evaluation of “work” and “over”. 1. Establish a measurement scale: According to the requirements of the “Outline for Secondary School Student Moral Education”, combine the implementation of the Code for Secondary School Students and the Code of Practice for Secondary School Students. Starting from the norms of daily life, a total of 20 specific assessment items can be directly reflected in student morality. For example, being late, leaving early, dropping classes, not observing cadres’ command, violating classroom discipline, insulting others, fighting, smoking, and illness Incidents such as leave, damage to public property, doodles, failed exams, etc.; indoor hygiene, environmental hygiene, official labor, participation in various activities, blackboard review ratio, innovation report (student hand copy) rating, etc. , excellent points plus points; get class cadres