• wjm3u8
  • sdm3u8
  • snm3u8
  • zuidam3u8
正序
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内容简介

     品行不端:“品行”指的是人的行为品德;“端”取正派、正直之意      品行不端指的就是人的行为品德不高尚,行为举止不正派      品行不端通常是指违反道德准则或犯有严重道德过错的行为表现,违法犯罪往往是品行不端的结果      品行不端并没有一个统一的判断标准      对于学生而言,品行不端是指经常违反《学生守则》和《学生行为规范》以及学校的有关规定或犯有道德过错      在单位中,品行不端的人往往以自我为基点,以个人得失为标准,滥用职权、追求享受、腐化堕落、贪财喜色等      在此,我们着重讨论学生品行不端的原因,给广大教育者以参考作用      1、家庭教育不当      学生生活在各个不同的家庭,家庭的每个成员对他们身心发展都会产生不同程度的影响      有的父母对自己的孩子重养轻教,表现在只重视满足子女的物质需要,忽视道德品质教育      2、社会不良影响:除了教育原因,社会的不良影响也是造成品行不端的重要原因      主要表现在:(1)不良社会风气的影响,如拉关系,走后门,利用职权谋私利,一切向钱看,钱权交易等      社会的这些不良风气直接或间接地影响学生心理的健康发展      (2)随着改革开放的不端深入,不同社会制度社会的阴暗面也在日益扩大影响,那些反映国外不同社会制度下的不同生活方式的意识形态领域的文化产物影响学生的世界观      加上社会上那些教唆利用青年学生好奇心强、辨别是非能力差和盲从的弱点,对他们进行威胁、利诱,使有的学生上当受骗,甚至走上犯罪的道路      (3)封建残余意识的影响,如邪教、迷信等,也在经常影响学生的心灵      3、教育工作失误      学生良好品德的形成主要是通过学校教育来培养的      如果学校的管理机制不健全,教育工作者的教育观点有偏差,教育方式不对或者本人品行上有严重缺点,就会放纵、滋长学生的不良品行      1、缺乏正确的道德观念      学生在道德观念形成过程中,具有不稳定、不完善的特征,同时又缺乏正确的道德评判能力,往往产生一些模糊观念和错误理解,容易为外界诱因所引起的个人欲望和需要所驱使,产生各种违反道德准则,损害他人利益的行为      2、意志薄弱      意志在用正确的道德观念克服个人不合理的欲望和需要的斗争中起着决定性作用,而许多学生由于意志薄弱,尽管懂得道德行为准则,但不能付诸行动,而是受个人欲望和冲动所支配,犯了错误      3、养成不良行为习惯      一种不良的行为,开始可能是偶然发生的,经过反复以后,便形成不良的动力定型,形成了坏习惯      1、消除学生的疑惧心理和对立情绪      往往品行不端的学生犯了错误后,总会怀疑别人看不起他嘲笑他,这时教育者应用热情和真诚帮学生消除这种疑惧心理和对抗情绪,帮助他们认识错误和改正错误      2、培养学生的自尊心和集体荣誉感      建立集体荣誉感会成为进一步推动品行不端的学生克服缺点改正错误的内部动力      3、提高学生辨别是非能力,形成是非观念和是非感      教育工作者应采取有效措施及时帮助犯错误的学生提供辨别是非的能力,做到讲清道理、严格要求和赏罚分明      4、锻炼学生与诱因作斗争的意志力,培养新的行为习惯      学生犯错误多是由于外界诱因引起的,在矫正的初期,可以暂时避开有关的诱因避免故态复萌      5、抓住道德品行形成的关键期      青春期是学生道德行为形成的重要时期,教育工作者必须认识到这个阶段的重要性,要重视这个阶段的道德品行教育      

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