基于共生理论的高校德育改革探索

发布时间：2018-06-01 08:27

本文选题：高校德育 + 德育系统　；参考：《西南大学》2017年硕士论文

【摘要】：立德树人是教育的根本任务,也是高校的立身之本。在社会转型期和高等教育大众化的当前,我国高校德育面临诸多理论和实践问题,改革高校德育以提升实效成为人们的共识。共生理论自提出以来,因其对多元共存、互动共生等理念的强调,对共生系统整体性、开放性、层次性、包容性及生成性等基本特征的揭示,为我们重新认识高校德育诸要素间及要素内部各因子间的关系提供了新视角,为解决高校德育内外部不和谐因素提供了新思路。然而,在高校德育研究领域还缺乏对共生理论价值的深入挖掘,有鉴于此,本研究从共生的视角出发对高校德育诸要素及其内部因子间的关系进行审视,按照“提出问题─分析问题─解决问题”的逻辑思路,主要解决三个问题:一是当前高校德育的主要问题有哪些;二是造成这些问题的原因何在;三是要解决这些问题,以共生理论为参照,高校德育应做出怎样的改革。当前我国高校德育存在诸多问题:一是高校德育与其所处环境存在罅隙,表现在高校与家庭和社会缺乏互动合作以及高校内部环境德育要素缺乏整合;二是德育各主体包括教师之间、学生之间和师生之间有效交往不足;三是德育内容缺乏整合,片面强调政治性德育内容而忽视生活化德育内容,片面强调知识性德育内容而忽视情意性德育内容;四是德育实施过程中形式主义,突出表现在德育途径与德育目标两张皮和德育实施中的“目中无人”。这些问题从根本上反映了德育系统中各要素的分离,究其原因在于:学校德育功利化和规范伦理学下,德育目标中只见社会不见个人,德育内容中只见道德规范传授不见道德主体自我建构;单子式人学观下,德育实施过程中人与人之间的孤立;德育系统内部系统观缺位下,德育目的、内容、途径等要素相互独立而存在。因此,当前我国高校德育走出困境的关键在于促进德育系统各因素的整合。以共生理论为参照,必须建立和发展高校德育系统的共生属性,即建构高校德育共生系统,以德育要素间互动共生关系的加强来改善高校德育的整体功能。这包括三方面的工作:一是通过优化家庭教育和社会教育,并加强家庭、社会和高校的互动以打造“家庭-社会-高校”一体化的共生环境;二是以加强全体教师参与德育工作的自觉性和教师队伍的德育素养专业化建设为抓手提升高校德育共生单元的质量;三是促进高校德育共生单元间的互动共生,这主要包括德育主体间的交往共生、德育内容的多元整合及提升德育实施途径的针对性等方面。
[Abstract]:It is the fundamental task of education and the foundation of higher education. In the current period of social transformation and popularization of higher education, moral education in colleges and universities in China is faced with many theoretical and practical problems. It has become a common understanding to reform moral education in colleges and universities in order to enhance the actual effect. Since the theory of symbiosis was put forward, because of its emphasis on the concept of multiple coexistence and interactive symbiosis, it reveals the basic characteristics of symbiotic system, such as integrity, openness, hierarchy, inclusiveness and generative, etc. It provides a new angle of view for us to understand the relationship between the elements of moral education in colleges and universities and the internal and external factors of moral education in colleges and universities, and provides a new way to solve the internal and external disharmonious factors of moral education in colleges and universities. However, in the field of moral education research in colleges and universities, there is still a lack of deep excavation of the theoretical value of symbiosis. In view of this, this study examines the relationship between the elements and internal factors of moral education in colleges and universities from the perspective of symbiosis. According to the logic of "putting forward problems-analyzing problems-solving problems", three main problems are solved: first, what are the main problems of moral education in colleges and universities at present; second, what are the causes of these problems; and thirdly, to solve these problems, With the theory of symbiosis as a reference, what kind of reform should be made in moral education in colleges and universities? At present, there are many problems in moral education in colleges and universities in our country: first, there are gaps between moral education in colleges and universities and the environment in which they live, which is manifested in the lack of interactive cooperation between colleges and universities, family and society, and the lack of integration of the elements of moral education in colleges and The other is the lack of effective communication between teachers, students and teachers and students, the lack of integration of the contents of moral education, the one-sided emphasis on the content of political moral education, and the neglect of the content of moral education of life. The fourth is formalism in the implementation of moral education, which is manifested in the two skins of moral education approach and moral education goal and the "no one in sight" in the implementation of moral education. These problems fundamentally reflect the separation of various elements in the moral education system. The reason lies in: under the utilitarian and normative ethics of moral education in schools, there are no individuals in the moral education goal. In the content of moral education, only the moral norms are imparted without the moral subject self-constructing; under the single-child view of human studies, the isolation between people in the process of moral education is carried out; under the absence of the internal systematic view of moral education system, the purpose and content of moral education, Approaches and other elements exist independently of each other. Therefore, the key of moral education in colleges and universities is to promote the integration of various factors of moral education system. With the theory of symbiosis as the reference, we must establish and develop the symbiotic property of moral education system in colleges and universities, that is, to construct the symbiotic system of moral education in colleges and universities, and to improve the overall function of moral education in colleges and universities by strengthening the interactive symbiotic relationship among the elements This includes three aspects of work: first, through optimizing family education and social education, and strengthening the interaction between family, society and colleges and universities to create a "family-social-university" integration of symbiotic environment; The second is to promote the quality of moral education symbiosis unit in colleges and universities by strengthening the consciousness of all teachers participating in moral education work and the professional construction of moral education literacy of teachers; third, to promote the interaction and symbiosis among moral education symbiotic units in colleges and universities. This mainly includes the communication and symbiosis between the subjects of moral education, the pluralistic integration of the contents of moral education and the pertinence of the ways of implementing moral education.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G641

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