| 加强中小学生偏差行为预防的综合素质评价研究 |
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| 作者姓名： | 尚欣 刘宁 丁红军 |
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| 作者单位： | 天津公安警官职业学院党建工作处 天津300382;天津公安警官职业学院侦查系 天津300382 |
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| 基金项目： | 2020年天津市教育工作重点调研课题“关于加强中小学生偏差行为预防的综合素质评价研究”(课题编号:JYDY-20203013);2019年度天津市学校心理健康教育课题“未成年人犯罪的心理成因及预防策略——以低龄犯罪频发为切入点”(课题编号:XLZX-G201938)研究成果。 |
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| 摘 要： | 中小学生综合素质评价工作在预防中小学生违法、减少偏差行为发生的教育方面担负着极其重要的责任.在结合"枫桥经验"社会治理理论、布朗芬布伦纳发展生态学理论、责任分散效应、临界教育分级处遇制度理论基础上,加强中小学生偏差行为预防的综合素质评价应着重从以下四方面深入工作.一是完善评价体系中关于偏差行为预防的测评内容,从制度上明确将偏差行为测评列入中小学生综合素质测评的具体操作方式和相关评价标准.二是完善评价体系,成立由学校、社会、家庭、学生共同开展评价的全方位、多角度评价.三是完善后续应对措施,筛选出偏差行为 高风险的学生参与综合素养提升活动,充分引入家庭课堂、社会心理服务资源等,针对性开展后续应对.四是建立跟踪制度,通过社会服务、亲职教育、相关团体辅导、成长小组、个案咨询等多种形式分析记录,建立中小学生的综合素质评价长效跟踪机制.
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| 关 键 词： | 中小学生 偏差行为 综合素质评价 |
A Study on the Comprehensive Quality Evaluation of Strengthening the Prevention of Deviant Behaviors of Primary and Secondary School Students |
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| Authors: | SHANG Xin LIU Ning DING Hongjun |
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| Institution: | (Tianjin Public Security Profession College,Tianjin 300382,China) |
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| Abstract: | The comprehensive quality evaluation of primary and secondary school students plays an important role in the education of preventing primary and secondary school students from breaking the law and reducing the occurrence of deviant behaviors. On the basis of "Fengqiao Experience" social governance theory, Bronfenbrenner’s bioecological theory, bystander effect and critical education grading system theory, strengthening the comprehensive quality evaluation of students’ deviant behaviors prevention should focus on the following four aspects. The first is to improve the evaluation content of deviation behaviors prevention in the evaluation system, and make it clear from the system that the deviation behaviors evaluation should be included in the specific operation mode and relevant evaluation standards. The second is to improve the evaluation system and establish an all-round and multilevel evaluation system, which is jointly carried out by schools, society, families and students. The third is to improve the follow-up response measures, select the students with high risk of deviant behaviors to participate in the comprehensive quality improvement activities, fully introduce family classroom, social psychological service resources, and carry out the follow-up response. The fourth is to establish a long-term tracking mechanism by analyzing the records in various forms, such as social services, parent education, related group counseling, growth groups and case consultation. |
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| Keywords: | primary and secondary school students deviant behaviors comprehensive quality evaluation |
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