【摘要】班级是大学生自我教育、自我管理、自我服务的主要组织载体。辅导员在班级管理中要从繁琐事务中解放出来，成为学生学习的引导者和思想的引领者。制定量化考评制度从宏观上以硬性规则约束与管理学生的日常行为，强调寝室管理的思路从微观上为班级营造自主的学习氛围，培养学生干部队伍可以实现学生的自我服务。

【关键词】班级管理 量化考评 自主 引导

From "transplantation of higher education mode “to" Chinese higher education mode”——Three kinds of transplantation models in the development of Chinese higher education

Zhangmeng

（Department of educational science ；Nanjing normal university，Nanjing，China）

【Abstract】the development of Chinas higher education with continuous learning from foreign higher education mode in a history of more than one hundred years.Chinas higher education has obvious characteristic of transplantation. There are mainly three types of transplantation way from learning foreign higher education mode in our country，that is wholesale copy，form Imitation and concept of transplantation . wholesale copy which does not criticize and identify is the practice of ignoring the inherent logic of higher education，is the lowest level of transplantation. although the performance of form Imitation has difficult，they dont match with national higher education model owing to subjective and objective factors .No matter the starting point is the government or education saving the intellectuals，it will be form Imitation if they dont consider the essence of the development of higher education and the external environment . Concept of transplantation compared with the form Imitation can grasp the soul of higher education，which is the highest level of transplantation. Through summarizing the experience and lessons of Chinas higher education transplantation and to help understand the characteristics of Chinas higher education system and the environment，thus to explore the “China mode” of higher education development.

【Keywords】higher education models，wholesale copy ，form Imitation ，Concept of transplantation

【中圖分类号】G645.1 【文献标识码】A 【文章编号】2095-3089（2018）19-0213-02

苏霍姆林斯基曾说过：“真正的教育是学生的自我教育”。高校是培养高级专门人才的基地，而班级是师生学习交流的集合体，是学生成长的摇篮。《中共中央国务院关于进一步加强和改进大学生思想政治教育的意见》中指出：班级是大学生自我教育、自我管理、自我服务的主要组织载体。[1]一方面，高等学校的培养目标要求学生更好的发挥自主性；另一方面，辅导员作为班级的管理者，不仅要抓安全稳定，又要关心贫困生等特殊群体学生；既要做好学生管理工作，又要配合学校相关部门工作。在这种情况下，仅靠爱心、耐心、细心做工作是远远不够的，更需要科学的方法和理性的思维。充分发挥学生自我教育、自我管理、自我服务的作用，让学生成为班级管理的主体，让每个人对自己负责。然而，放手绝不等于放纵，在班级管理中辅导员要做的，简单说来是“约定一种制度，强调一种思路，带好一支队伍”。

“约定一种制度”——由辅导员起草一份班级量化考评制度，考评制度中涵盖学习模块、品德模块、社会活动模块和寝室内务模块四大部分，每一部分列出加分项、扣分项具体细目。……