儒家伦理思想与大学生社会公德教育策略构想

发布时间：2018-06-25 04:16

本文选题：儒家伦理思想 + 大学生社会公德教育　；参考：《浙江财经学院》2012年硕士论文

【摘要】：社会公德是社会道德体系的重要组成部分,它能规范和约束人们在公共场所的行为，对促进人际关系的和谐和维护社会秩序的稳定具有重要作用。大学生是文化素质相对较高的人群，也是实践社会公德的重要群体。他们的社会公德素质不仅关系着自身的全面发展，也影响着社会主义道德体系的建设和和谐社会的构建。儒家伦理思想是中国传统文化的主流思想，它在几千年的演变中对中国人的行为举止、思维方式都产生了深刻的影响。大学生社会公德教育必须重视这一基本国情，因为任何一种新思想的培育都不应脱离本该民族的历史传承。本文对当前大学生社会公德及公德教育现状进行研究，从儒家伦理思想的角度探讨加强大学生社会公德教育的策略，具有重要的理论和现实意义。本文主体由四部分组成：第一部分是关于大学生社会公德教育的概述。主要对社会公德及社会公德教育进行界定，阐述大学生社会公德教育的特点，在此基础上强调了加强大学生社会公德教育的重要意义。第二部分是对当前大学生社会公德及社会公德教育现状的实证调查分析。问卷调查分三个部分，首先是大学生社会公德现状的调查。通过调查数据分析，本文认为当前大学生社会公德总体表现良好，但部分大学生存在社会公德缺失的问题，主要表现为：部分同学道德理想缺失，未形成强烈的道德责任意识；部分同学公德认知粗浅，未深入理解公德内容；部分同学知行存在脱离，公德认知未能转为行动；部分同学公德意志薄弱，缺乏自我约束能力。其次是对大学生社会公德教育现状进行调查。调查发现当前大学生社会公德教育存在许多不足，比如教育观念重智轻德、教育目标抽象化、教育内容脱离实际、教育方式单一、学生缺乏自我教育等。最后调查了大学生对儒家伦理思想的熟悉与认知状况,发现当前教育对儒家伦理思想的重视程度不尽如人意。第三部分是从理论上论证了儒家伦理思想对大学生社会公德教育的价值。针对社会公德教育存在的问题，，本文认为儒家伦理思想对大学生社会公德教育具有可借鉴价值。论文首先分析了儒家伦理思想的内涵并做出评价。儒家伦理思想虽产生于封建社会，不可避免存在局限性，但其思想内核中涉及调整人类社会诸多方面的规范内容却具有超越性，在当代社会仍具有积极的价值。其次,本文从公德教育内容和公德教育方法两方面来论证儒家伦理思想在公德教育中的积极作用。儒家“仁者爱人”、“恭敬礼让”、“义利和合”、“天人合一”等思想可成为公德教育内容的思想资源。儒家“德为己任”、“反省内求”、“因材施教”、“身教示范”等思想可丰富公德教育方法。第四部分是关于大学生社会公德教育的策略构想。根据大学生社会公德教育存在的具体问题，本文试图从儒家伦理思想角度拓宽社会公德教育策略的思路，以期提出一些具有可行性的教育策略。具体策略有：教育内容上传承儒家优秀思想；教育方法上借鉴儒家教化方法；教育模式上注重儒家养成教育；教育机制上重塑儒家伦理建制化。
[Abstract]:Social morality is an important part of the social moral system. It can regulate and restrain people's behavior in public places. It plays an important role in promoting the harmony of interpersonal relations and maintaining the stability of social order. College students are a relatively high cultural quality group, and also an important group of practice society. Their social morality quality. It is not only related to the overall development of itself, but also the construction of the socialist moral system and the construction of a harmonious society. The Confucian ethics is the mainstream thought of Chinese traditional culture. It has had a profound influence on the behavior and thinking mode of Chinese people in the evolution of thousands of years. As a basic national condition, the cultivation of any new thought should not be divorced from the historical heritage of the nation. This paper studies the current status of social ethics and public morality education for college students, and discusses the strategy of Strengthening College Students' social morality education from the perspective of Confucian ethics, which has important theoretical and practical significance.
The main body of this article is composed of four parts:
The first part is an overview of the college students' social ethics education. It mainly defines social ethics and social morality education, expounds the characteristics of College Students' social morality education, and on this basis emphasizes the importance of Strengthening College Students' social morality education.
The second part is an empirical investigation and analysis of the current status of social ethics and social morality education of college students. The questionnaire is divided into three parts. First, it is a survey of the status of social ethics of college students. Through the survey data analysis, this paper thinks that the current social morality of College students is generally good, but some college students have the lack of social morality. The main manifestations are: the lack of moral ideals of some students, not a strong sense of moral responsibility; some students' public morality is shallow, not deep understanding of the content of public morality; some of the students' knowledge and practice are divorced, the public morality is not turned into action; some students are weak in public morality and lack of self-restraint ability. Secondly, the college students' society is lacking. The investigation of the present situation of the education of public morality has been carried out. The investigation found that there are many shortcomings in the current college students' social ethics education, such as the education concept, the abstraction of the educational objectives, the disengagement of the educational content, the disengagement of the educational content, the single education mode and the lack of self-education. At present, the importance of education to Confucian ethics is not satisfactory.
The third part is a theoretical demonstration of the value of Confucian ethics to college students' social morality education. In view of the problems existing in social morality education, this article holds that the Confucian ethics has a reference value to the college students' social ethics education. The thesis first analyzes the connotation of the Confucian ethical thought and makes an evaluation. Although it is born in the feudal society, there are unavoidable limitations, but its ideological core, which involves regulating many aspects of human society, is transcendental and still has positive value in the contemporary society. Secondly, this article demonstrates the accumulation of Confucian ethics in public morality education from the two aspects of the content of public morality education and the method of public morality education. The Confucian "benevolent love", "respectful courtesy", "righteousness and benefit", "unity of nature" and "harmony between heaven and man" can become the ideological resources of the content of public morality education. The Confucian "virtue is his own responsibility", "introspection in introspection", "teaching in accordance with aptitude", "demonstration of body teaching" can enrich the educational methods of public morality. The fourth part is about the society of college students. According to the specific problems existing in the social ethics education of college students, this paper tries to broaden the ideas of the social ethics education strategy from the perspective of Confucian ethics, with a view to putting forward some feasible educational strategies. In the educational mode, we should pay attention to Confucian education, and rebuild the Confucian ethics in the educational mechanism.
【学位授予单位】：浙江财经学院
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G641;B82-092

【参考文献】