“千條線(xian)、班(ban)主一根針”

班主任要做學生健康成長引路人

　　作者：吳秋(qiu)翔（中(zhong)國人民大學習近(jin)平(ping)新時代中(zhong)國特色社(she)會主(zhu)義(yi)思想研(yan)究院研(yan)究員、任做人教育學院講(jiang)師）

　　“班主任制”是學生我國教育管理體制的一項基本制度。根據當前中小學班級數推算，健康我國班主任規模約為450萬人，成長是引路百姓彩票最新網址教師隊(dui)伍(wu)的中(zhong)堅力量。班(ban)(ban)(ban)主(zhu)(zhu)任(ren)工作素(su)有“千條線(xian)、班(ban)(ban)(ban)主(zhu)(zhu)一根針”之稱，任(ren)做人(ren)職責范圍(wei)包括(kuo)學(xue)(xue)(xue)(xue)生(sheng)思(si)想政治教育(yu)、學(xue)(xue)(xue)(xue)生(sheng)班(ban)(ban)(ban)集體管理(li)建(jian)設(she)、健(jian)康班(ban)(ban)(ban)級活(huo)動組織、成(cheng)長(chang)學(xue)(xue)(xue)(xue)生(sheng)發展指導、引(yin)路(lu)綜(zong)合素(su)質評價、班(ban)(ban)(ban)主(zhu)(zhu)家校溝通(tong)(tong)合作等。任(ren)做人(ren)他們直面班(ban)(ban)(ban)級的學(xue)(xue)(xue)(xue)生(sheng)日(ri)常(chang)管理(li)和學(xue)(xue)(xue)(xue)生(sheng)的成(cheng)長(chang)發展，是中(zhong)小學(xue)(xue)(xue)(xue)生(sheng)健(jian)康成(cheng)長(chang)的引(yin)領者，是學(xue)(xue)(xue)(xue)生(sheng)在校期間的“大家長(chang)”，與學(xue)(xue)(xue)(xue)生(sheng)相處(chu)最(zui)(zui)久、溝通(tong)(tong)最(zui)(zui)勤(qin)、關系(xi)最(zui)(zui)近、交(jiao)心最(zui)(zui)深。

近日，在江蘇省南京市科睿小學，小學生在綠茵場上學習足球基礎技能。百姓彩票方東旭攝/圖片

　　發揮班主任在育人工作中的關鍵作用

　　“有什(shen)么樣(yang)的(de)班(ban)主(zhu)任(ren)(ren)就有什(shen)么樣(yang)的(de)學生(sheng)”。班(ban)主(zhu)任(ren)(ren)很大程度上(shang)決定整個(ge)班(ban)級的(de)精神面貌(mao)，他們的(de)言(yan)傳身教形塑著孩子(zi)的(de)行為規(gui)范。可以說，在中(zhong)小(xiao)學教育教學工(gong)作中(zhong)，班(ban)主(zhu)任(ren)(ren)的(de)責任(ren)(ren)更(geng)重、要(yao)求更(geng)高、任(ren)(ren)務更(geng)雜、挑戰更(geng)大。

　　班(ban)主任守(shou)在(zai)未(wei)成(cheng)年人德(de)(de)育(yu)工作的(de)第一陣線。班(ban)主任引領(ling)學(xue)生(sheng)身心健康成(cheng)長，是(shi)學(xue)校思(si)想道德(de)(de)教(jiao)育(yu)的(de)主要力量。除了(le)德(de)(de)育(yu)課外(wai)，班(ban)會(hui)課、班(ban)集(ji)體活(huo)動(dong)以及課后師生(sheng)互動(dong)，都是(shi)開展學(xue)生(sheng)思(si)政工作的(de)主要陣地，相比傳統(tong)知識講授(shou)更易(yi)被學(xue)生(sheng)接納。

　　班主任托起中小學生健康成長的全面賽道。相比于科任教師，班主任與學生之間有更多生活上的互動交流，能更好體察學生的人格發展、行為習慣、情緒狀態等變化。百姓彩票網一(yi)(yi)名(ming)好的班(ban)主任，是一(yi)(yi)群孩子(zi)健康成長的領(ling)路(lu)人。班(ban)主任需(xu)要關心每(mei)一(yi)(yi)名(ming)學生(sheng)的成長表現，基于其德智體(ti)美(mei)勞全面發(fa)(fa)展開展育人和(he)評價工作，深刻踐行有(you)教無類、因材施(shi)教、學思(si)結合、知行一(yi)(yi)體(ti)的教育理念(nian)，為學生(sheng)的思(si)想(xiang)、學習、生(sheng)活、心理發(fa)(fa)展提(ti)供全面指導。

　　班(ban)(ban)主(zhu)(zhu)任(ren)(ren)處在(zai)學(xue)(xue)校(xiao)以(yi)班(ban)(ban)級為單(dan)位進行日常管(guan)理(li)(li)的(de)(de)神經(jing)末(mo)梢。班(ban)(ban)主(zhu)(zhu)任(ren)(ren)要(yao)同時承擔班(ban)(ban)級內部管(guan)理(li)(li)和(he)學(xue)(xue)校(xiao)行政(zheng)管(guan)理(li)(li)的(de)(de)雙重職能，是班(ban)(ban)級名(ming)副(fu)其實(shi)(shi)的(de)(de)“第一(yi)責(ze)任(ren)(ren)人”。一(yi)方面(mian)(mian)，班(ban)(ban)級生(sheng)活是中(zhong)小學(xue)(xue)生(sheng)經(jing)歷集體生(sheng)活的(de)(de)重要(yao)載體。班(ban)(ban)主(zhu)(zhu)任(ren)(ren)需要(yao)做好班(ban)(ban)級的(de)(de)日常管(guan)理(li)(li)，在(zai)班(ban)(ban)級中(zhong)營造互助友愛、健康(kang)向上(shang)的(de)(de)集體氛圍，在(zai)日常生(sheng)活中(zhong)實(shi)(shi)現(xian)立(li)德樹人。另一(yi)方面(mian)(mian)，學(xue)(xue)校(xiao)對學(xue)(xue)生(sheng)的(de)(de)各項工(gong)作基本通過班(ban)(ban)主(zhu)(zhu)任(ren)(ren)傳達、執(zhi)行。班(ban)(ban)主(zhu)(zhu)任(ren)(ren)對上(shang)要(yao)應對行政(zheng)事務，對下要(yao)落實(shi)(shi)教(jiao)育教(jiao)學(xue)(xue)要(yao)求(qiu)，成為學(xue)(xue)校(xiao)管(guan)理(li)(li)鏈條中(zhong)的(de)(de)關(guan)鍵一(yi)環。

　　班主(zhu)(zhu)(zhu)任扮演連接(jie)家校社(she)協同育(yu)人的(de)核心軸承(cheng)。當前，家校社(she)協同育(yu)人愈發緊密，班主(zhu)(zhu)(zhu)任既是三者溝通(tong)協調的(de)紐帶(dai)，也具有“承(cheng)壓”和“潤滑”的(de)功(gong)能。班主(zhu)(zhu)(zhu)任需(xu)(xu)要密切聯(lian)系(xi)學生家長和社(she)區(qu)成(cheng)員(yuan)，建立有效的(de)溝通(tong)渠道，協調各方(fang)資源形成(cheng)育(yu)人合力。同時，班主(zhu)(zhu)(zhu)任還策劃、指導、參與(yu)、支(zhi)持著一大批協同育(yu)人活動，需(xu)(xu)要及(ji)時向家長、學校和社(she)區(qu)反饋育(yu)人效果(guo)。

　　給予班主任更多關心與支持

　　與(yu)班(ban)主任(ren)工(gong)(gong)作重要(yao)性(xing)形成(cheng)(cheng)鮮(xian)明對(dui)比的是，班(ban)主任(ren)工(gong)(gong)作被動接受(shou)多、主動承擔少，工(gong)(gong)作生活狀況需要(yao)更多關注。根據華東(dong)師(shi)范大學對(dui)全國5000多名中小(xiao)學班(ban)主任(ren)的調查(cha)，接近六成(cheng)(cheng)的班(ban)主任(ren)不愿意或(huo)者(zhe)勉強愿意從事班(ban)主任(ren)工(gong)(gong)作。

　　班主任(ren)工作時間長、強度高，“隱形工作量”難以計算。2019年我(wo)國國家義務(wu)教育質量監測報告顯示，初中、小(xiao)學班主任(ren)平均(jun)每天在學校的時間在10小(xiao)時以上。

　　班主(zhu)任(ren)工(gong)作權責邊(bian)界不清晰，非(fei)教學(xue)(xue)任(ren)務重。國家義務教育質量監測報告指(zhi)出，中小學(xue)(xue)班主(zhu)任(ren)平均每(mei)天用(yong)于(yu)各類(lei)非(fei)教學(xue)(xue)類(lei)工(gong)作的時間在3.5小時以(yi)上(shang)。

　　班(ban)(ban)(ban)主(zhu)(zhu)(zhu)任缺乏有(you)效激勵，津(jin)(jin)(jin)貼(tie)(tie)(tie)標(biao)(biao)準(zhun)有(you)待提(ti)高。我國(guo)在(zai)1979年(nian)(nian)(nian)建立班(ban)(ban)(ban)主(zhu)(zhu)(zhu)任津(jin)(jin)(jin)貼(tie)(tie)(tie)制(zhi)(zhi)度(du)(du)。1988年(nian)(nian)(nian)，《關(guan)于(yu)提(ti)高中(zhong)小(xiao)(xiao)學班(ban)(ban)(ban)主(zhu)(zhu)(zhu)任津(jin)(jin)(jin)貼(tie)(tie)(tie)標(biao)(biao)準(zhun)和(he)建立中(zhong)小(xiao)(xiao)學教師超課時(shi)(shi)酬(chou)金(jin)制(zhi)(zhi)度(du)(du)的實施辦法》適當調(diao)整了班(ban)(ban)(ban)主(zhu)(zhu)(zhu)任津(jin)(jin)(jin)貼(tie)(tie)(tie)標(biao)(biao)準(zhun)。2008年(nian)(nian)(nian)，《關(guan)于(yu)義務教育學校實施績(ji)效工(gong)資(zi)指導意見(jian)的通知(zhi)》規定班(ban)(ban)(ban)主(zhu)(zhu)(zhu)任津(jin)(jin)(jin)貼(tie)(tie)(tie)納入(ru)績(ji)效工(gong)資(zi)管理(li)，各地和(he)學校結合實際情況在(zai)分配時(shi)(shi)向班(ban)(ban)(ban)主(zhu)(zhu)(zhu)任傾斜。筆者調(diao)研(yan)發現，西部地區中(zhong)小(xiao)(xiao)學班(ban)(ban)(ban)主(zhu)(zhu)(zhu)任津(jin)(jin)(jin)貼(tie)(tie)(tie)在(zai)每月100到600元(yuan)不等(deng)，而(er)東部地區則能(neng)達到1200元(yuan)以上(shang)。同時(shi)(shi)，班(ban)(ban)(ban)級評(ping)價(jia)與班(ban)(ban)(ban)主(zhu)(zhu)(zhu)任績(ji)效高度(du)(du)相關(guan)，班(ban)(ban)(ban)級排名、學生紀(ji)律、衛生評(ping)比(bi)等(deng)量化指標(biao)(biao)都與班(ban)(ban)(ban)主(zhu)(zhu)(zhu)任津(jin)(jin)(jin)貼(tie)(tie)(tie)和(he)年(nian)(nian)(nian)終評(ping)定相關(guan)。因此，班(ban)(ban)(ban)主(zhu)(zhu)(zhu)任津(jin)(jin)(jin)貼(tie)(tie)(tie)相關(guan)政策標(biao)(biao)準(zhun)相對(dui)陳舊(jiu)，收入(ru)水(shui)平很難(nan)滿(man)足當前(qian)的激勵需要。

　　在(zai)高強度的工作(zuo)環境和評(ping)價體(ti)系中，班主(zhu)任承受著較(jiao)大(da)的精神壓(ya)力(li)和心(xin)理負擔。學(xue)生管理遇到困難、與(yu)家長(chang)溝通(tong)不暢、行政工作(zuo)煩(fan)瑣、對(dui)自身家庭的忽視(shi)等(deng)等(deng)，都使得班主(zhu)任老(lao)師難以在(zai)短時(shi)間內實現自我調適(shi)。

　　讓班主任工作成為教師心之所向

　　2009年(nian)(nian)，教(jiao)(jiao)育部制(zhi)定《中(zhong)小學(xue)班(ban)(ban)主(zhu)任工(gong)作(zuo)規定》，明確規定了中(zhong)小學(xue)班(ban)(ban)主(zhu)任的(de)(de)(de)配備(bei)選聘、職責(ze)任務、待遇(yu)權(quan)利等(deng)內容(rong)。2020年(nian)(nian)，教(jiao)(jiao)育部印發《中(zhong)小學(xue)教(jiao)(jiao)師(shi)培訓(xun)課程指導標準(zhun)（班(ban)(ban)級管理）》，提出了師(shi)德(de)為(wei)先、能力為(wei)重、學(xue)生為(wei)本、實踐導向、分層培訓(xun)的(de)(de)(de)基本理念。在筆者看來，對班(ban)(ban)主(zhu)任工(gong)作(zuo)的(de)(de)(de)重視，就(jiu)是要把(ba)班(ban)(ban)主(zhu)任工(gong)作(zuo)擺在與(yu)課程教(jiao)(jiao)學(xue)同等(deng)重要的(de)(de)(de)地(di)位，率先抓牢中(zhong)小學(xue)教(jiao)(jiao)師(shi)隊伍中(zhong)的(de)(de)(de)骨干(gan)力量，為(wei)班(ban)(ban)主(zhu)任賦能，讓班(ban)(ban)主(zhu)任工(gong)作(zuo)成為(wei)教(jiao)(jiao)師(shi)心之所(suo)向。

　　從頂層(ceng)設計入(ru)手，研制新時(shi)(shi)(shi)代(dai)中(zhong)小(xiao)學班(ban)(ban)(ban)主(zhu)(zhu)任(ren)(ren)(ren)工(gong)(gong)作(zuo)(zuo)規定。根據新時(shi)(shi)(shi)代(dai)立德樹人(ren)(ren)要(yao)求和中(zhong)小(xiao)學班(ban)(ban)(ban)級管理需(xu)要(yao)，研制出臺新時(shi)(shi)(shi)代(dai)中(zhong)小(xiao)學班(ban)(ban)(ban)主(zhu)(zhu)任(ren)(ren)(ren)工(gong)(gong)作(zuo)(zuo)規定，確定班(ban)(ban)(ban)主(zhu)(zhu)任(ren)(ren)(ren)準入(ru)標準要(yao)求，明確新時(shi)(shi)(shi)期班(ban)(ban)(ban)主(zhu)(zhu)任(ren)(ren)(ren)的權(quan)責邊界(jie)與工(gong)(gong)作(zuo)(zuo)清單，辨(bian)明家庭、學校與教師之間承擔(dan)的育人(ren)(ren)權(quan)責。進一步合理調整班(ban)(ban)(ban)主(zhu)(zhu)任(ren)(ren)(ren)工(gong)(gong)作(zuo)(zuo)強度與工(gong)(gong)作(zuo)(zuo)時(shi)(shi)(shi)間，落實(shi)(shi)班(ban)(ban)(ban)主(zhu)(zhu)任(ren)(ren)(ren)工(gong)(gong)作(zuo)(zuo)量按(an)當地(di)教師標準課時(shi)(shi)(shi)工(gong)(gong)作(zuo)(zuo)量的一半(ban)計入(ru)基(ji)本工(gong)(gong)作(zuo)(zuo)量，遵循班(ban)(ban)(ban)主(zhu)(zhu)任(ren)(ren)(ren)意愿適(shi)當減(jian)免其教學任(ren)(ren)(ren)務。以(yi)班(ban)(ban)(ban)主(zhu)(zhu)任(ren)(ren)(ren)為重點“減(jian)負”對象，建(jian)立教師不合理工(gong)(gong)作(zuo)(zuo)任(ren)(ren)(ren)務清理機(ji)制。鼓勵中(zhong)小(xiao)學校探索班(ban)(ban)(ban)主(zhu)(zhu)任(ren)(ren)(ren)輪休、主(zhu)(zhu)副(fu)班(ban)(ban)(ban)主(zhu)(zhu)任(ren)(ren)(ren)、班(ban)(ban)(ban)主(zhu)(zhu)任(ren)(ren)(ren)助手等多元化機(ji)制，在充實(shi)(shi)班(ban)(ban)(ban)主(zhu)(zhu)任(ren)(ren)(ren)工(gong)(gong)作(zuo)(zuo)力(li)量的同時(shi)(shi)(shi)，也為他們(men)卸載分擔(dan)工(gong)(gong)作(zuo)(zuo)壓力(li)。

　　從(cong)激勵機制入手(shou)，提(ti)升班(ban)主(zhu)(zhu)(zhu)任(ren)津貼(tie)(tie)(tie)標(biao)準。教(jiao)育行政部門和學(xue)校應(ying)為班(ban)主(zhu)(zhu)(zhu)任(ren)工(gong)(gong)作(zuo)(zuo)創造有(you)利(li)條件，保(bao)障其相應(ying)的(de)待遇與(yu)權利(li)。要根據當前教(jiao)師工(gong)(gong)資水平、工(gong)(gong)作(zuo)(zuo)量(liang)和班(ban)級(ji)規模，合(he)理提(ti)升班(ban)主(zhu)(zhu)(zhu)任(ren)津貼(tie)(tie)(tie)標(biao)準。設立由國家制定、省級(ji)統(tong)籌(chou)的(de)班(ban)主(zhu)(zhu)(zhu)任(ren)補充津貼(tie)(tie)(tie)制度，縮小班(ban)主(zhu)(zhu)(zhu)任(ren)待遇的(de)區(qu)域、城鄉、校際差異。落實績(ji)效工(gong)(gong)資管理中(zhong)班(ban)主(zhu)(zhu)(zhu)任(ren)津貼(tie)(tie)(tie)的(de)核算比例以(yi)及超課時工(gong)(gong)作(zuo)(zuo)量(liang)補貼(tie)(tie)(tie)，不得將班(ban)主(zhu)(zhu)(zhu)任(ren)基礎津貼(tie)(tie)(tie)與(yu)學(xue)生(sheng)紀律、班(ban)級(ji)評(ping)價直接掛鉤。健全班(ban)主(zhu)(zhu)(zhu)任(ren)榮(rong)譽制度，在職(zhi)(zhi)稱(cheng)評(ping)定、職(zhi)(zhi)務晉升、評(ping)獎評(ping)優(you)、課題立項中(zhong)優(you)先向(xiang)班(ban)主(zhu)(zhu)(zhu)任(ren)傾斜，充分調動教(jiao)師主(zhu)(zhu)(zhu)動擔任(ren)班(ban)主(zhu)(zhu)(zhu)任(ren)工(gong)(gong)作(zuo)(zuo)的(de)積極性。

　　從能力(li)(li)(li)建(jian)設(she)入手，提(ti)升(sheng)班(ban)(ban)(ban)(ban)(ban)主(zhu)(zhu)(zhu)任(ren)育(yu)人(ren)能力(li)(li)(li)水(shui)平(ping)。牢固樹立(li)(li)(li)班(ban)(ban)(ban)(ban)(ban)主(zhu)(zhu)(zhu)任(ren)育(yu)人(ren)陣地意(yi)識，依托(tuo)班(ban)(ban)(ban)(ban)(ban)會課(ke)、班(ban)(ban)(ban)(ban)(ban)集體活動(dong)以及(ji)課(ke)堂內外(wai)的(de)師(shi)(shi)生互動(dong)，從一(yi)言(yan)一(yi)行入手，從細微小(xiao)事做起，扎(zha)實(shi)做好中小(xiao)學(xue)生思想政(zheng)治教育(yu)工作。健(jian)全班(ban)(ban)(ban)(ban)(ban)主(zhu)(zhu)(zhu)任(ren)培(pei)(pei)訓(xun)上(shang)崗(gang)制(zhi)度，強化班(ban)(ban)(ban)(ban)(ban)主(zhu)(zhu)(zhu)任(ren)師(shi)(shi)德師(shi)(shi)風建(jian)設(she)與廉潔教育(yu)，樹立(li)(li)(li)正確的(de)育(yu)人(ren)觀。定期組織班(ban)(ban)(ban)(ban)(ban)主(zhu)(zhu)(zhu)任(ren)培(pei)(pei)訓(xun)與交流(liu)機制(zhi)，以針對性解決實(shi)際(ji)育(yu)人(ren)工作中的(de)要點難題(ti)為導向開展(zhan)培(pei)(pei)訓(xun)，避免看網課(ke)、“打卡式(shi)(shi)學(xue)習”等(deng)流(liu)于形式(shi)(shi)的(de)活動(dong)，切實(shi)提(ti)高班(ban)(ban)(ban)(ban)(ban)主(zhu)(zhu)(zhu)任(ren)育(yu)人(ren)能力(li)(li)(li)和(he)管(guan)理水(shui)平(ping)，有效促進其專業化發展(zhan)。鼓勵建(jian)立(li)(li)(li)師(shi)(shi)徒班(ban)(ban)(ban)(ban)(ban)主(zhu)(zhu)(zhu)任(ren)模(mo)式(shi)(shi)，發揮傳(chuan)幫帶(dai)的(de)優良傳(chuan)統，避免新教師(shi)(shi)未經培(pei)(pei)訓(xun)直接上(shang)崗(gang)帶(dai)班(ban)(ban)(ban)(ban)(ban)，禁止實(shi)習教師(shi)(shi)、支(zhi)教教師(shi)(shi)等(deng)臨時性人(ren)員直接負(fu)責班(ban)(ban)(ban)(ban)(ban)級(ji)管(guan)理。

　　從育(yu)人(ren)(ren)環境(jing)入(ru)手，家校社(she)共同支持班(ban)(ban)(ban)(ban)主(zhu)(zhu)任(ren)(ren)(ren)(ren)(ren)(ren)工(gong)(gong)作(zuo)(zuo)開展(zhan)。面(mian)對愈(yu)加復雜(za)的育(yu)人(ren)(ren)環境(jing)和教育(yu)問題，社(she)會與家庭(ting)應(ying)給予班(ban)(ban)(ban)(ban)主(zhu)(zhu)任(ren)(ren)(ren)(ren)(ren)(ren)更(geng)多信任(ren)(ren)(ren)(ren)(ren)(ren)和支持，成(cheng)為他們(men)的堅(jian)實后盾。教育(yu)行政(zheng)部門(men)(men)和學(xue)校應(ying)敢于維護班(ban)(ban)(ban)(ban)主(zhu)(zhu)任(ren)(ren)(ren)(ren)(ren)(ren)的正當權益，家長(chang)需給予班(ban)(ban)(ban)(ban)主(zhu)(zhu)任(ren)(ren)(ren)(ren)(ren)(ren)更(geng)多尊(zun)重(zhong)、配合與支持，尤其是當班(ban)(ban)(ban)(ban)主(zhu)(zhu)任(ren)(ren)(ren)(ren)(ren)(ren)在合理范圍內采取教育(yu)懲戒措(cuo)施時，要多一些包容和理解(jie)。全社(she)會應(ying)共同營(ying)造良好(hao)風氣和輿(yu)論環境(jing)，在對教師依法(fa)依規監督的基礎上(shang)，逐(zhu)步扭(niu)轉班(ban)(ban)(ban)(ban)主(zhu)(zhu)任(ren)(ren)(ren)(ren)(ren)(ren)“無限責(ze)任(ren)(ren)(ren)(ren)(ren)(ren)”等(deng)錯誤認(ren)識。地(di)方(fang)教育(yu)行政(zheng)部門(men)(men)可組織專門(men)(men)力量，對教師開展(zhan)心理健(jian)康(kang)篩查與壓力疏導(dao)工(gong)(gong)作(zuo)(zuo)，提供面(mian)向(xiang)教師的心理咨詢服務，切實關(guan)懷(huai)班(ban)(ban)(ban)(ban)主(zhu)(zhu)任(ren)(ren)(ren)(ren)(ren)(ren)的身心狀況，為他們(men)的身心發展(zhan)與健(jian)康(kang)工(gong)(gong)作(zuo)(zuo)持續賦(fu)能。

　　《日報》（2024年04月30日?14版）