Thực trạng nhận thức về xây dựng "trường học hạnh phúc" tại các trường trung học phổ thông tỉnh Long An

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Tác giả: Ngọc Kiều Hồ, Văn Sơn Huỳnh

Ngôn ngữ: Vie

Ký hiệu phân loại: 370.1 Philosophy and theory, education for specific objectives, educational psychology

Thông tin xuất bản: Tạp chí Giáo dục 2023

Mô tả vật lý: 45-51

Bộ sưu tập: Metadata

ID: 411748

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Chủ đề

Đảng Cộng sản Việt Nam, Nhà nước và Bộ Giáo dục và Đào tạo rất quan tâm đến việc xây dựng lớp học hạnh phúc, trường học hạnh phúc, đảm bảo 3 tiêu chí cốt lõi: tình yêu thương, an toàn và tôn trọng. Để xây dựng trường học hạnh phúc, trước hết phải nâng cao toàn diện và sâu sắc nhận thức của tập thể nhà trường về trường học hạnh phúc. Bài viết đề cập đến thực trạng nhận thức của cán bộ quản lý, giáo viên và học sinh về xây dựng trường học hạnh phúc ở một số trường THPT trên địa bàn tỉnh Long An. Kết quả nghiên cứu cho thấy, nhận thức của cán bộ quản lý nhà trường, giáo viên và học sinh về trường học hạnh phúc và vai trò của trường học hạnh phúc từ đồng ý đến rất đồng ý các yếu tố tác động đến việc xây dựng trường học hạnh phúc nhìn chung đã được thừa nhận, song vẫn còn một số hạn chế như: Cán bộ quản lý, giáo viên còn quan niệm xây dựng trường học hạnh phúc là chủ yếu để phục vụ học sinh mục tiêu, sứ mệnh của nhà trường trong quá trình xây dựng trường học hạnh phúc chưa được ban giám hiệu và giáo viên hiểu đầy đủ. Vì vậy, nhận thức về trường học hạnh phúc ở các trường THPT trên địa bàn tỉnh Long An cần được quan tâm hơn nữa, cùng với những biện pháp, hỗ trợ từ các cấp quản lý., Tóm tắt tiếng anh, Vietnam's Communist Party, State and Ministry of Education and Training are highly interested in building happy classrooms and happy schools, ensuring 3 core criteria: love, safety and respect. To build a happy school, first of all, it's essential to comprehensively and profoundly raise the school's collective awareness of a happy school. This article refers to the status of awareness among school managers, teachers and students about building happy schools in some high schools in Long An province. The research results show that the perceptions of school managers, teachers and students about happy schools and the role of happy schools range from agree to strongly agree the factors affecting the building of happy schools are generally acknowledged, but there are still some limitations such as: administrators and teachers still reckon that building a happy school is mainly to serve students the school's goals and missions in the process of building a happy school have not been fully understood by administrators and teachers. Therefore, the awareness of happy schools in high schools in Long An province needs more attention, along with the measures and support from the management at all levels.

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