摘 要
目前班会重道德认知，轻情感体验；重外在灌输，轻自主建构，使得现行班会的德育效果不太理想。本人基于当前班会中出现的问题，探索在班会中应用班级团体辅导技术以达到在班会课堂中发挥学生主体性，增强学生的情感体验和提高学生的道德判断能力。本文使用了文献法、案例法和访谈法。
班会中应用班级团体辅导技术的理论以皮亚杰和科尔伯格的认知模式理论、体谅模式理论、马斯洛需要层次理论和高中学生心理特征为基础来保证论文的科学性。
然后本文探讨了应用班级团体辅导技术班会的实践及应用了班级团体辅导技术班会的优势。两组 “同课异构”的案例更能突出应用班级团体辅导技术班会的优势。本文所指的技术不是指班级团体辅导技术应用在班会中的具体流程和实施环节，而是指在班会这个德育的载体上如何在语言和情感层面上和学生呼应，让学生感受一个真实鲜活的教师和课堂。通过使用技术去体会技术背后所蕴含的情感：有感动、喜悦、珍惜、兴奋；有焦虑、失落、压力、烦躁等。正性情绪鼓励着教师在自己的职业生涯上愉悦的深入；负性情绪推动着教师去审视自己的内心，继续艰难的深入。这样的互动使学生和老师的关系有了新的生命力。
本文最后反思了班级团体辅导技术应用在班会中产生的问题并提出了相应的对策。
应用班级团体辅导技术的班会给教师带来了很大的挑战。新的变化需要教师有足够的教育机智，既不能回归传统班会训斥学生把自己的价值观强加给学生，又要在理解学生的基础上把这点作为一个契机和学生建立起友好的关系。经过慢慢的磨合和互动，使学生能够在这样的班会中感受到足够的安全感，感受到教师是能够接纳他们能够理解他们，从而愿意在班会中表达真实的自己，用真实的自己和教师沟通，慢慢建立起自己的价值观，逐渐提高高中班会德育的效果。
关键词：高中班会 班级团体辅导 技术
AbstractT
eachers make moral cognition important in the class meeting and make emotionalexperience unimportant; teachers make external infusion important in the class meeting andmake independent construction unimportant. All of the phenomena above have made the classmeeting effect not ideal. Based on the current problems arising from the class meeting, Iexplore the application for the technology of class group counseling in the class meeting inorder to achieve the aim that enhancing students' emotional experience and improving thestudents' ability of moral judgment in the class meeting. I used The literature method、casemethod、Interview method.
The application of the theory of class group guidance technology in class meeting madetheory of cognitive schema, understanding model theory, hierarchy of needs theory and highschool students' psychological characteristics as the foundation to ensure the scientific natureof the paper.
Then this paper discusses the application of class group guidance technology classmeeting the practice and application of the class group guidance technique advantage of theclass meeting. Two groups of “the same lesson with heterogeneous” case can highlight theadvantages of application of class group guidance technology class meeting. Referred to inthis article is not a class group guidance technology application in the class meeting thespecific process and implementation, it is the carrier of moral education at the class meetingon how to and students on language and emotional level echo, let students experience a realfresh and classroom teachers. the emphasis is that the application let teacher contacttechnology emphatically and feel the emotion behind the technology through using thetechnology: being-moved, joy,cherish, excitement and anxiety, loss, pressure, beingagitated and so on. Positive emotion encourages teachers to resist on their own careerin-depth with pleasure; Negative emotions promote teachers to examine their own heart andgo on with the difficult. The communication makes the new relation between teachers andstudents.
Finally, the paper reflects on the class group guidance technology application in the classof problems and put forward the corresponding countermeasures. Application of class groupguidance technology of class meeting brought great challenges to teachers. Teachers needmore education resource, they can't rebukes students and impose their own value to studentsas the traditional class meeting, they have to take this opportunity to build relationships onthe basis of understanding students. After the slowly break-in and interaction, students canfeel enough sense of security in the class meeting, they can feel the teachers are able to acceptthem and understand them, they are willing to express themselves in the class meeting. Theywill use real themselves to communicate with teachers, gradually establish their own valuesand improve the effect of the moral education of the class meeting in high schools.
Key word: High school class meeting Group counseling technology
目 录
摘 要
Abstract
绪 论
一、问题的提出与研究意义
（一）问题的提出
（二）研究意义
二、相关文献综述
（一）国外文献研究
（二）国内文献研究
三、研究方法
（一）文献法
（二）案例法
（三）访谈法
四、相关概念界定
（一）班会
（二）班级团体辅导
第一章 班级团体辅导技术在班会中应用的理论基础
一、认知模式理论
二、体谅模式理论
三、需要层次理论
四、高中学生心理特征
（一）高中学生自我意识逐渐清晰
（二）高中生价值观逐步确立
（三）高中生表现出较强的独立性
五、班级团体辅导技术
（一）专注技术
（二）倾听技术
（三）具体化技术
（四）支持技术
第二章 班级团体辅导技术在班会中应用的实践
一、班级团体辅导技术在班会中应用的实践阐述
（一）班级团体辅导课的实践流程
（二）班级团体辅导技术在班会中应用的流程
（一）应用班级团体辅导技术的班会增强了学生的主体性
（二）应用班级团体辅导技术的班会丰富了学生的体验性
（三）应用班级团体辅导技术的班会提高了学生的价值判断能力
第三章 班级团体辅导技术在班会中应用产生的问题及对策
一、课堂控制度难把握--法无定法
（一）气氛稍显松散，课堂较难控制
（二）法无定法--课堂收放程度不必唯一
二、教师使用班级团体辅导技术很难内外合一--静候良性互动
（一）教师使用班级团体辅导技术很难内外合一
（二）在班会中应用班级团体辅导技术需要静候良性互动
三、班主任面临各种挑战--需要持续的专业成长
（一）班主任面临各种挑战
（二）应用班级团体辅导技术班会需要教师持续的专业成长
结 语
参考文献
