马克思主义视角下高职院校体验式团队训练育人研究

发布时间：2018-09-07 15:30

【摘要】：高等职业教育以培养生产、建设、管理、服务第一线的高素质技能型专门人才为根本任务,在建设人力资源强国和高等教育强国的伟大进程中发挥着不可替代的作用。目前,伴随着高招的不断扩张,以及90后大学生涌入校园,高职院校学生呈现出：文化基础差,入学成绩偏低；人生目标模糊,学习的积极性、主动性匮乏；个人主义思想严重,纪律性较差；团队协作能力缺乏、团队精神缺失等重要特点。传统的知识型教育方式方法在改变学这些不良行为上已经捉襟见肘。当下,社会经济的发展和对人才的需求,迫切需要高职院校改变人才培养模式,更新教育教学手段,确保培养的学生更够适应经济社会的发展需要,为社会主义事业培养合格的建设者。本文从马克思主义视角出发,根据现阶段高职学生的特点,结合高职院校学生培养目标以及社会对高职院校人才要求,将体验式团队训练引入到高职学生的教育管理中,用以实现高职教育从知识教育到人性教育的转变。结合国内外对体验式教育的研究和体验式团队训练实施情况,结合本校实际情况,提出在高职院校学生中开展体验式团队训练用以提高学生综合素质和专业技能,使学生能够符合社会对人才的需求。文章第一部分主要阐述了高职学生的特点、提出问题,明确研究的目的和意义,结合国内外研究情况,阐述了体验、体验式教育、团队训练等相关概念进行界定。同时对本院学生关于体验式教育的认知、团队精神、综合素质等基本情况做了调研,得出开展体验式教育对高职院校学生成长成才的重要性。文章第二部分从马克思主义的视角出发,阐述了开展体验式教育的理论依据。主要分析马克思主义的人学思想、实践精神、交往理论、人的全面发展学说、集体主义等理论体系对体验式教育的指导和启示,为进一步开展实践活动提供理论支持。第三部分就就体验式团队训练教育的内涵特征进行分析,揭示了体验式教育的本质,提炼了体验式团队训练教育的特征。同时系统的论述了高职院校开展体验式团队训练育人的目标、内容、原则。文章的第四部分重点介绍了高职院校体验式团队训练育人的实施途径。主要包括体验式团队训练的课程设计及原则,详细解释了几种体验式团队训练的常用方法,对体验式团队训练项目精心设计,提供了适合大学生发展的十大主题课程。同时对体验式团队训练实施过程详细介绍,提出了体验式团队训练的科学体系。本文第五部分主要是对体验式团队训练的开展情况进行评估,通过问卷调查和个别访谈等方式,了解了开展体验式团队训练的效果,详细列举了评估的过程和结果,充分证明开展体验式团队训练育人对高职院校学生的成人成才有重要的现实意义,也为相关的活动开展提供了借鉴和参考。
[Abstract]:The basic task of higher vocational education is to train high quality skilled personnel in the front line of production, construction, management and service. It plays an irreplaceable role in the great process of building a powerful country in human resources and higher education. At present, with the continuous expansion of high skill and the influx of post-90s students into the campus, the students of higher vocational colleges present: poor cultural foundation, low entrance results, vague life goals, lack of enthusiasm and initiative in learning; The individualism thought is serious, the discipline is poor, the team cooperation ability lacks, the team spirit lacks and so on. The traditional method of knowledge-based education is already overstretched in changing these bad behaviors. At present, with the development of social economy and the demand for talents, it is urgent for higher vocational colleges to change the training mode of talents, renew the means of education and teaching, and ensure that the students can meet the needs of economic and social development. Train qualified builders for the cause of socialism. From the perspective of Marxism, according to the characteristics of students in higher vocational colleges at present, combined with the goal of cultivating students in higher vocational colleges and the demands of the society for talents in higher vocational colleges, this paper introduces experiential team training into the educational management of higher vocational students. In order to realize the transformation of higher vocational education from knowledge education to human nature education. Combined with the research on experiential education at home and abroad and the implementation of experiential team training, combined with the actual situation of our school, this paper puts forward the idea of developing experiential team training among students in higher vocational colleges in order to improve students' comprehensive quality and professional skills. To enable students to meet the needs of society for talent. The first part of the article mainly expounds the characteristics of higher vocational students, puts forward problems, clarifies the purpose and significance of the research, and expounds the related concepts of experience, experiential education, team training and other related concepts in combination with the research situation at home and abroad. At the same time, the author makes an investigation on the students' cognition, team spirit and comprehensive quality of experiential education, and concludes the importance of developing experiential education to the students of higher vocational colleges. The second part expounds the theoretical basis of developing experiential education from the perspective of Marxism. This paper mainly analyzes the guidance and enlightenment of Marxist humanistic thought, practical spirit, communication theory, theory of man's all-round development and collectivism to experiential education, and provides theoretical support for further developing practical activities. The third part analyzes the connotation characteristics of experiential team training education, reveals the essence of experiential education, and refines the characteristics of experiential team training education. At the same time, it systematically discusses the objectives, contents and principles of carrying out experiential team training in higher vocational colleges. The fourth part focuses on the implementation of experiential team training in higher vocational colleges. This paper mainly includes the curriculum design and principles of experiential team training, explains in detail several common methods of experiential team training, designs the experiential team training project meticulously, and provides ten subject courses suitable for the development of college students. At the same time, the implementation process of experiential team training is introduced in detail, and the scientific system of experiential team training is put forward. The fifth part of this paper is mainly to evaluate the development of experiential team training, through questionnaires and individual interviews, to understand the effect of experiential team training, and enumerate the evaluation process and results in detail. It is fully proved that carrying out experiential team training is of great practical significance to the adult students of higher vocational colleges, and it also provides reference and reference for the related activities.
【学位授予单位】：安徽农业大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G711

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