In order to accurately understand and correctly apply the educational principles in the collective, we must first make clear what the collective is. Makarenko believes that a collective is "a collection of individuals with a certain purpose. Everyone who participates in this collective is organized and has a collective institution." To measure whether a group is a collective depends on whether it has the following characteristics: (1) common goals; (2) Having a sound organizational structure; (3) correcting collective public opinion; (4) There are certain standards for collective activities. Therefore, the collective is not a simple addition of individuals, nor is it an accidental gathering of a group of people.
The principle of collective education is determined by the nature of socialist society. Our society is a socialist country based on public ownership of the means of production, and the corresponding social morality is communist morality, with collectivism as its core. This requires our school to do a good job in the education of students' collectivism, so that collectivism can become the norm to guide the behavior relationship between people and individuals and collectives. Individuals should obey the collective, proceed from the collective interests and consciously fulfill their obligations for the collective.
When there is a conflict with the collective interests, we should unconditionally sacrifice our personal interests and even our lives to protect the collective interests. The good quality of collectivism must be cultivated in the collective. This is because only when students study, work and live together in the collective, and are interrelated and influenced by each other, can they correctly understand and deal with the relationship between individuals and the collective, rights and obligations, and orders and obedience. Only when there is a conflict between collective activities and personal interests, each student's
The educational principle in the collective is determined by the educational function of the collective itself. Once the student class collective is formed, it has great educational function, its influence is often much greater than that of the class teacher, and the educational effect is much better. In this regard, makarenko once spoke highly of it: "No matter what kind of persuasion means is used, it can't do everything that a correct proud collective can do." The reason why the student class collective can have "great educational power" is that it is not only the object of class teacher education, but also the main body of education. It can influence every student through important collective factors within the collective, so that they can be educated. For example, the goal of class collective can inspire every student to make progress and give them the desire and motivation to make progress. Another example.
The principle of collective education is determined by the fact that the collective can develop students' personalities and specialties. Students' class collectives can create favorable conditions for the development of students' wisdom, interests, hobbies and specialties. Because students' class groups often carry out various meaningful activities, in which students are not only educated, but also their personal interests and hobbies influence each other, expand each other and learn from each other's strengths. Marx and Engels pointed out: "Only in the collective can individuals get it."
To implement this principle, first of all, the class teacher should be careful according to the standards of the class collective.
Organize the construction of classes, and cultivate and educate classes into a good and harmonious class collective. This collective forms a whole, its members are unified in cognition, emotion, will and action, and there is an authoritative leadership core that can coordinate with the rights and obligations of collective members. Collective members are psychologically compatible with equality and unity, and the norms of collective activities are recognized and consciously observed by collective members, thus forming a good class spirit.
Secondly, the class teacher should be good at giving full play to the collective educational role.
Then, how can the class teacher give full play to the collective role in education?
First of all, the class teacher should give play to the incentive role of collective goals. Each class has its own goals. After the goal is clear, every student will have the direction of hard work and struggle. They should do their part to achieve the goal of class collective struggle. This will create a sense of responsibility and honor in their minds, and make them feel that they are not only responsible for the class and the director, but also responsible for the collective and win glory for the collective.
Second, the head teacher should play the core role of class collective leadership. All class collectives always have cadres and ordinary people. Student cadres are advanced elements in all aspects of the class and the core of class collective leadership. The class teacher should play an exemplary role, constantly expand the number of activists through the class teacher, form a backbone in the collective, unite and lead all students to advance together;
Third, the class teacher should play the guiding role of collective public opinion. Collective public opinion is the dominant position in the class, which is agreed by most students. Correct public opinion has great educational power. For example, some students are not afraid of the head teacher, but they are afraid of collective public opinion. Makarenko also said: "The power of children's collective public opinion is completely a material and actually a rational educational factor." Therefore, the class teacher should publicize all good deeds in the collective through collective public opinion; Overcome all unhealthy thoughts and behaviors in the class through the restriction of collective public opinion.
Organize the construction of classes, and cultivate and educate classes into a good and harmonious class collective. This collective forms a whole, and the members of the collective can achieve unity in understanding and emotion, will and action, have an authoritative leadership core, and coordinate with the rights and obligations of the collective members. Collective members are equal and United, and the norms of collective activities are recognized and consciously observed by collective members, thus forming a good class spirit.
Secondly, the class teacher should be good at giving full play to the collective educational role.
Then, how can the class teacher give full play to the collective role in education?
A flight class teacher should play an inspiring role in the collective goal. Each class has its own goals. After the goal is clear, every student will have the direction of hard work and struggle. They should do their part to achieve the goal of collective struggle. In this way, they will have a sense of responsibility and honor psychologically, making them feel that they are not only responsible for the class and the director, but also responsible for the collective and win glory for the collective.
Second, the head teacher should play the core role of class collective leadership. All class collectives always have cadres and ordinary people. Student cadres are advanced elements in all aspects of the class and the core of class collective leadership. The class teacher should play an exemplary role, constantly expand the number of activists through the class teacher, form a backbone in the collective, and unite and lead all students to make progress together.
Third, the class teacher should play the guiding role of collective public opinion. Collective public opinion is the dominant position in the class, which is agreed by most students. Correct public opinion has great educational power. For example, some students are not afraid of the head teacher, but they are afraid of collective public opinion. Makarenko also said: "The power of children's collective public opinion is completely a material and actually a rational educational factor." Therefore, the class teacher should publicize all good deeds in the collective through collective public opinion; Overcome all unhealthy thoughts and behaviors in the class through the restriction of collective public opinion.
Fourth, the class teacher should play the gravitational role of collective activities. If the life in a class group is not interesting and monotonous every day, it will lose its appeal to students, and the group will not be consolidated or even in danger of disintegration, thus failing to play an educational role. Therefore, the head teacher should carry out various activities that students like in a planned, purposeful and organized way, so as to make the group full of vitality and enable students to receive education, activities and exchanges in collective activities.
The head teacher in Wu Fei should exert the influence of the collective tradition. The so-called tradition is the rules and habits that the collective has formed and continued for a long time, and consciously abides by them. It is an invisible educational force, which plays a subtle educational role on collective members. For example, if a class has a fine tradition of helping others, some selfish thoughts and behaviors in the group will be resisted and condemned, and the excellent quality of helping others will be gradually developed. Therefore, the class teacher can't ignore the educational function of the collective tradition.
Third, the class teacher should strengthen the education of individual students at the same time of collective education.
Although the head teacher is very important to the collective education, we should not neglect the individual education of students. After all, the class collective is composed of individual students, who can promote the consolidation and development of the collective, and can also hinder the development of the collective or even disintegrate it. Therefore, the class teacher should pay attention to individual education, which is an important work content of the class teacher and should be paid attention to frequently. Suhomlinski once said: "While educating the collective, we should see every child in the collective and his unique spiritual world, and we should educate every child with great care." For the education of individual students, the class teacher should focus on those students who have obvious defects and deficiencies in study, morality, discipline and labor. Only when these students are well educated can there be hope for the collective. However, it is not good to pay attention to individual education but not to collective education, which will make the work passive. Therefore, class teachers should pay attention to collective education. Catch again
According to the characteristics of students, actively carry out inspiring activities to attract them and infect them, so as to stimulate their interest, cultivate their emotions and improve their consciousness; Exercise will, cultivate good character, enrich spiritual life and make them develop in a healthy direction.
Furthermore, the formation process of students' ideological and moral character is from moral cognition to moral behavior, that is, the process of mutual influence, mutual promotion and all-round development of knowledge, emotion, will and action. The moral cognition formed by students in practical activities is the basis of arousing moral emotion. Under the joint action of the two, "emotion" reacts to moral cognition, arouses moral motivation and produces internal motivation to promote behavior, and then leads to moral behavior through the efforts of moral will and certain behavior training. The continuous strengthening of similar behaviors has formed certain moral habits, which also determines that the head teacher insists on integrating education into the teaching of various subjects, into colorful activities, into class management and moral behavior training in daily life, so that they can pass lively activities; Through comparison and discrimination, students can truly feel what is true, good, beautiful, false, evil and ugly, thus cultivating students' emotions, making education enter students' hearts, giving them the power to pursue spiritual beauty and behavioral beauty, promoting their cognitive development and transforming them into behavioral motives.
The basic requirements for implementing this principle are:
First, adhere to the planned activities and let go of ideological and scientific nature.
"everything is established in advance, and it will be abolished if it is not planned." The class teacher should also make overall arrangements so that the activities have a clear purpose and order. The school education work plan should be carefully arranged according to the purpose and task of ideological and moral education and the actual situation of the class. It integrates knowledge and education. Activities should have a special theme, highlight one key point at a time and focus on the goal. However, in general, all activities should be serialized. It can also be supplemented and revised in time according to students' reactions and effects. No matter what kind of activity, it will have an impact on students, good or bad. We should exert a positive influence on students through activities.
At the same time, we should avoid negative and bad influences. For example, in teaching activities, while fully excavating the ideological content of textbooks, we should also pay attention to the educational nature, teaching methods and methods. This is the ideological nature of activities.
The purpose of the activity is to educate through "reasoning". This kind of "reasoning" can only reflect the scientific nature of the activity by adhering to the guidance of Marxism, proceeding from the reality of the educational object and adhering to the ideological line of seeking truth from facts. This requires the head teacher to make clear the pulse of their thoughts through extensive and in-depth contact with students, and to carry out activities in a targeted manner so as to achieve the ideal effect of education. Formalism should be avoided.
Second, pay attention to the novelty and artistry of the activity.
When carrying out activities, the class teacher should seize the students' "excitement" and take the forms that students like, such as lectures, performances, creating scenes and other literary activities and art forms. They should cultivate students' emotions through language description, environmental layout, life display, music rendering, role experience and other situations. They can also take practical exercises, such as organizing students to participate in tourism, social surveys, and some public welfare work. Besides, they should also take into account the characteristics of the times. Constantly explore new ideas. If the National Day is celebrated every year, students' mood will be weakened by performing arts and singing the motherland. If the form of the same educational content changes, students will feel fresh and will bring them satisfaction and fun.
Third, the inspiration and autonomy of attention activities.
After determining the theme of the activity, the class teacher should consider how to carry out positive inspiration in the process of the activity. Grasp the starting point of students' thoughts and feelings, concretize abstract concepts from near to far, from shallow to deep, and from the outside to the inside, so that students can move in an inspiring and cheerful atmosphere. In activities, students should be the mainstay. Modern students have their own opinions and are eager to show their talents. In carrying out activities, he should respect the opinions of students.
Master, don't take the way of "package" and "management" that teachers are used to. Only in this way can we change the situation of "seriousness over liveliness" and mobilize students' enthusiasm and creativity in participating in activities.
Fourth, pay attention to the group and individuality of activities.
Group and individual have three meanings. First, deal with the relationship between the integrity and personality of educators. Third, the head teacher should give full play to his personal role and organize students' activities with his own intelligence, but the strength of the head teacher alone is not enough. We must also strive for the guidance of leaders, teachers and off-campus personnel to carry out activities, give full play to the role of groups, and make activities more colorful. The second is to deal with the relationship between the integrity and personality of the educated. Activities should be based on both groups and individuals, so that all students in the class can receive universal education and their interests and specialties can be developed. The third is to deal with the relationship between the integrity and individuality of activities. It is necessary to organize both large-scale activities and small-scale activities. This can not only keep the integrity of the activity, but also make students
Verb (abbreviation of verb) demonstration of attention activity
The head teacher is not only the director of the activity, but also the participant of the activity, and plays an exemplary role in the activity. This role is very important. If the class teacher can set an example and practice in organizing students to carry out various activities, he can set an example for students and become an invisible force for students to carry out activities.