高校班级学生干部的角色认知误区及对策探析

班级学生干部角色认知误区是普遍存在的问题.传统观念的束缚、实践经验的匮乏、学识水平的限制等多种因素的共同作用,使得班级学生干部不愿意成为服务者而只愿成为管理者,不愿意成为班级活动的参与者而只愿成为领导者,不愿意成为学生工作的主导者而只愿成为“顺应者”,这样,既不利于班级教学和班级管理工作的顺利开展,对于学生的成长,尤其是对于学生干部本身的健康成长更加不利,因此,应通过内部消化、外部规约及规划角色生涯三个相应对策,指导班级学生干部克服角色认知偏差,消除角色认知误区.

Cognitive Misconception of Undergraduate Leaders＇ Roles and Measures

It is a common problem that the class student le aders misunderstand their own roles because of the constraint of traditional ideas, the lack of practical experience and the limit of knowledge. Various factors make them just become supervisors instead of service providers, leaders of class activities instead of participants, ＂followers＂ of student management instead of major players. This is unfavorable to teaching and class management, and also more adverse to their own healthy development. So it is necessary to help them overcome the cognitive bias of their roles and to eliminate their cognitive misconception by three corresponding measures, i.e. internal settlement, external regulations and role planning.