美国中学德育与学生管理对我国的启示
（一）重视中学教育的全面育人职责
我国中学教育的应试倾向严重，在很多地方，“小学科”课时被抢占，课外活动、社团活动仅是偶尔开展的点缀，午休变成了“午自习”，课间操时间变成了教师争抢补课的时间。某些学生变成知识容器、作业机器，同学之间恶性竞争，师生关系严重异化。考试成绩不理想的学生没有机会展现自己的特长和风采，其归属感、自尊心无法得到满足，各种压力的逐日累积会导致学生产生心理障碍，造成师生关系紧张，引发校园内打架、跳楼等恶性事件。
新时期，我国中学教育应该进一步弘扬德育为先、能力为重、全面发展的教育理念[35]。一线教师和教育管理人员应该认识到，教育的责任不只是传递各学科的知识，更重要的是帮助学生全面发展，成为社会的有效成员。学校应该适度变革，减轻应试压力和书本知识学习任务，为学生的全面发展创造条件。
（二）为中学教师公平分配育人责任提供借鉴
我国学校一向倡导“全员育人”，然而，在实际工作中，育人责任较多地落在班主任的身上，班主任工作制度面临很多难以克服的困境：一是班主任工作制度往往成为某些任课教师忽视德育、拒绝承担德育责任的借口，“全员育人”成为空洞的口号；二是由于班主任实际承担的工作量远远超过普通任课教师，担任班主任成为教师眼中的苦差事。尽管各级教育行政部门和学校努力提高班主任津贴水平、加强班主任培训、表彰优秀班主任，但事实表明，这些做法并不能从根本上扭转班主任工作制度面临的不利局面。
相比之下，美国中学德育导师制有如下优点：第一，强调每位教师都是学生的成长导师。因为每位教师都要担任一组学生的导师，每位教师都清楚学校的德育安排，这样不仅能够促使教师对自己的小组进行指导，而且能够促使教师对自己所教的所有学生进行相应的德育渗透。第二，所有教师的工作量大致相同。在美国这种不设班主任的全员导师制度中，所有教师的工作量是大致相当的，即每位教师除了完成本学科的教学任务外，都要担任一组学生的导师。当然，如何学习和借鉴美国中学的学生管理模式，我们还需要结合中国的实际情况进行具体分析。
【注释】
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