主体性德育模式在高校创业教育中的建构研究

发布时间：2018-01-12 08:28

本文关键词：主体性德育模式在高校创业教育中的建构研究　出处：《华中师范大学》2013年硕士论文　论文类型：学位论文

【摘要】：近20年来,随着创业型经济大趋势的来临,创业教育日益成为高校德育的新的教育形式和载体,德育对创业教育的研究不断深化,尤其是针对高校创业教育培养自主创业素质的大学生,使得主体性德育在创业教育中的运用成为学界研究的前沿和热点。大学生作为高校创业教育的主体,也是德育工作的主体,德育理所应当结合高校创业教育,运用主体性教育理论不断培育具有自主性、能动性、创造性、敢为性等主体性特征的大学生,实现大学生自主创业精神、人格、能力等全方位的提升,为创业型经济和创新型社会的发展输送自由个性的“准”创业者。高校创业教育从一开始就十分重视德育在培养主体性人格和促进大学生全面发展中的独特价值,主体性德育在高校创业教育中的研究日益引起学界关注本文试图从主体性德育模式的本体论和实践论维度,探索在高校创业教育中宏观和微观层面的系统建构,为主体性德育模式理论与实践在高校创业教育中的贯彻提供具有前瞻性和启示性的参考价值,以期待促成一股教育合力,促进高校大学生的主体人格的建构。论文第一部分通过梳理主体性、德育、主体性德育和主体性德育模式等相关范畴,阐述了主体性德育模式的内涵与特征,并在此基础上从理论基础、师生关系、教育目标、途径四个方面阐述了主体性德育的基本特征。论文第二部分对高校创业教育与主体性德育的关系研究进行阐述。并从四个方面分别对高校创业教育的内涵、高校创业教育与主体性德育的区别与联系、高校创业教育与主体性德育之间的相互意义进行详细分析,为实现主体德育模式在高校创业教育中的建构做好理论基础。论文第三部分依据主体性德育的客观规律,阐明主体性德育模式在高校创业教育中的民主原则、层次原则、激励原则、主体原则和长善救失五个原则,以此为具体的建构模式提出理论指导与正确方向。论文第四部分针对上文主体性德育模式在高校创业教育中建构的客观规律和原则,力图从平等、理解和共享三个方面阐明在创业教育中贯彻和运用主体性德育,师生之间关系建构的依据。为实现师生之间的良好互动,兼顾教育者实施教育的主体地位和受教育者接受教育的主体地位,提供客观依据。论文第五部分是论文研究的重点,从宏观理论层面,分教育原则与理念、教育伦理观、教育价值观、教育实践观四个维度进行主体性德育在高校创业中的理论建构；从微观层面,分探究型模式、体谅型模式、实践型德育模式三个维度探寻理论转向实践层面的建构。
[Abstract]:In the past 20 years, with the advent of the trend of entrepreneurial economy, entrepreneurship education has become a new form and carrier of moral education in colleges and universities, and the research on entrepreneurship education in moral education has been deepened. In particular, the application of subjective moral education in entrepreneurship education has become the forefront and hot spot of academic research. College students are the main body of entrepreneurship education in colleges and universities. Moral education is also the main body of moral education, moral education should be combined with entrepreneurship education in colleges and universities, the use of subjectivity education theory to constantly cultivate the characteristics of autonomy, initiative, creativity, dare to be the main characteristics of college students. To achieve the self-entrepreneurship of college students, personality, ability and other all-round promotion. "Quantification" for the Development of Entrepreneurial economy and innovative Society. From the beginning, entrepreneurship education in colleges and universities has attached great importance to the unique value of moral education in cultivating subjective personality and promoting the all-round development of college students. The study of subjective moral education in entrepreneurship education in colleges and universities has attracted more and more attention. This paper attempts to explore the systematic construction of macro and micro levels in entrepreneurship education in colleges and universities from the ontological and practical dimensions of the mode of subjective moral education. It provides a forward-looking and enlightening reference value for the implementation of the theory and practice of subjective moral education in university entrepreneurship education, in order to promote a joint force of education and promote the construction of the subject personality of college students. The first part of the thesis expounds the connotation and characteristics of the subjective moral education by combing the related categories such as subjectivity, moral education, subjective moral education and subjective moral education model, and based on this theoretical basis. The basic characteristics of subjective moral education are expounded in four aspects: teacher-student relationship, educational objectives and approaches. The second part of the paper expounds the relationship between entrepreneurship education and subjective moral education in colleges and universities, and respectively from four aspects of the connotation of entrepreneurship education in colleges and universities, the difference and relationship between entrepreneurship education and subjective moral education. This paper makes a detailed analysis of the mutual significance between entrepreneurship education and subjective moral education in colleges and universities in order to lay a good theoretical foundation for the construction of the subject moral education mode in entrepreneurship education in colleges and universities. In the third part, according to the objective law of subjective moral education, the author expounds the five principles of subjective moral education in entrepreneurship education in colleges and universities, such as democracy principle, hierarchy principle, incentive principle, subject principle and long good to save the lost. Taking this as the concrete construction mode, it puts forward the theoretical guidance and the correct direction. The 4th part of the thesis aims at the objective laws and principles of the above subjective moral education model in the university entrepreneurship education, and tries to make an effort from the equality. Understanding and sharing three aspects of entrepreneurship education in the implementation and use of subjective moral education, the relationship between teachers and students to construct the basis for the realization of good interaction between teachers and students. The objective basis is provided by taking into account the subject status of the educator's education and the educatee's receiving education. The 5th part of the thesis is the focus of the thesis, from the macro theoretical level, divided into educational principles and ideas, educational ethics, educational values. The four dimensions of the view of educational practice are the theoretical construction of subjective moral education in university entrepreneurship. From the micro level, it is divided into three dimensions: inquiry mode, understanding mode and practical moral education model.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G641

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