摘要
撇开管风孤立地讨论教风与学风难以彻底解决教风与学风问题。一方面,管风通过影响教师的工作满意度、组织承诺、组织公民行为、心理契约、组织认同等对教风产生重要影响,是教风的风向标;另一方面,管风通过影响学习者的学习目的、学习动机、成就动机、学习态度、学习习惯、学习观对学风产生重要影响,是学风的引擎。在校风建设体系中,管风建设是关键,教风建设是核心,学风建设是基础。管风对教风、学风发挥着强大的导向、同化、激励、约束作用,应以管风建设促进教风与学风建设。
It is very difficult and isolated to solve the problems of teaching atmosphere and learning atmosphere completely without considering management atmosphere.On the one hand,management atmosphere exerts great influence on teaching atmosphere through its influence on job satisfaction,organizational commitment,organizational citizenship behavior,psychological contract and organizational identification.It is the weathervane of teaching atmosphere.On the other hand,management atmosphere exerts great influence on learning atmosphere through its influence on learning aim,learning motivation and achievement motivation,learning attitude,learning habit,and learning style.It is the engine of learning atmosphere.In the construction of university climate,management atmosphere is the key,while teaching atmosphere is the core,and learning atmosphere is the basis.Management atmosphere exerts great influence on teaching atmosphere and learning atmosphere through guide,assimilation,incentive and constraint function.The priority should be paid to the construction of management atmosphere in order to promote the construction of teaching atmosphere and learning atmosphere.
出处
《高教发展与评估》
CSSCI
北大核心
2015年第4期20-26,106,共7页
Higher Education Development and Evaluation
基金
2014年安徽省教育厅人文社科重大项目
2014年安徽省重大教学改革研究项目
2013年安徽工程大学青年科研基金计划项目
2015年安徽工程大学校级重点教学项目
关键词
高校教师
大学生
学校管理
管风
教风
学风
校风
university teachers
college students
university management
management atmosphere
teaching atmosphere
learning atmosphere
university climate
作者简介
余承海（1972－），男，安徽寿县人，副教授，教育学博士，研究方向为比较高等教育与管理心理学。
