中等职业学校情感性道德教育探究
发布时间：2018-11-15 11:11
【摘要】：现如今,职业教育地位在慢慢改变,其重要性日益凸显。从规模上看职业教育已占据了教育事业的半壁江山。它承担着培养生产、管理、服务于一线的技术型、技能型人才的重任,肩负优化劳动力资源,转变经济增长方式,促进经济快速发展,实现小康社会,实现中华民族伟大复兴的使命。德育,意在“树人”,是教育工作的首要任务,理应成为中等职业学校培养人才的首要目标。然而当前有部分中等职业学校受发展之所困,在学生道德教育方面,重视不够,投入不足,致使学校德育的实效性难以提高,从而制约了学生的全面发展。因此,重视道德教育工作,提高道德教育地位,寻找有效途径提高道德教育的实效性乃是中等职业学校开展德育工作的当务之急。 情感作为道德的源头,在个体道德形成与发展过程中起着重要作用。当前中等职业学校德育工作,存在着重视道德认知教育,轻视道德情感教育的倾向,导致学生的知、情、行难以达到统一。道德知识是一种价值之知,中职生对道德知识的接受,是建立在情感认同的基础上的。这样他们才会投之以热情,在实践中遵循道德规范,践行道德理念,少了情感的推动与维持作用,即便是有了行为的出现,也是短暂的、难以持久的。可以说情感在中职学生的品德形成过程中占据着重要地位,道德情感的培养在道德教育中起着重要作用。因此,中等职业学校实施情感性道德教育是提高其德育实效性的必由途径。 本文分五个章节来讨论中等职业学校情感性道德教育实施问题。第一章提出论文的研究背景、目的与意义、本文研究的思路和主要方法、对相关概念的界定与阐释以及国内外关于道德教育方面研究动态。第二章阐述了中等职业学校实施情感性道德教育的相关理论依据,用理论指导实践。第三章是通过设计问卷,实施调查,了解当前中等职业学校学生道德现状与道德教育工作现状,并对相关问题进行原因分析,为中等职业学校实施情感性道德教育提供现实依据。第四章,针对存在的问题,分别从社会、学校、教师、家庭、学生层面探讨了开展情感性道德教育的有效措施及建议。第五章,从株洲中等职业学校实施“快乐德育”取得的良好成效以及实施途径来进一步论证中等职业学校实施情感性道德教育的可行性与必要性。
[Abstract]:Nowadays, the status of vocational education is slowly changing, its importance is increasingly prominent. In terms of scale, vocational education has occupied half of the educational undertakings. It undertakes the important task of training production, management and service for technical and skilled talents, optimizes labor resources, changes the mode of economic growth, promotes the rapid development of economy, and realizes a well-off society. The mission of realizing the great rejuvenation of the Chinese nation. Moral education, which is intended to "build people", is the primary task of education and should be the primary goal of secondary vocational schools to train talents. However, at present, some secondary vocational schools are beset by the development. In the aspect of students' moral education, they pay less attention to it and invest less in it, which makes it difficult to improve the effectiveness of moral education in schools, thus restricting the all-round development of students. Therefore, it is urgent for secondary vocational schools to pay attention to the work of moral education, improve their status and find effective ways to improve the effectiveness of moral education. Emotion, as the source of morality, plays an important role in the formation and development of individual morality. At present, moral education in secondary vocational schools has the tendency of attaching importance to moral cognition education and belittling moral and emotional education, which leads to students' knowledge, emotion and behavior difficult to achieve unity. Moral knowledge is a kind of knowledge of value, and the acceptance of moral knowledge by secondary vocational students is based on emotional identity. Only in this way will they cast their enthusiasm, follow moral norms in practice, practice moral principles, and lose the role of emotion in promoting and maintaining, even if there is behavior, it is temporary and difficult to last. It can be said that emotion plays an important role in the formation of secondary vocational school students' moral character, and the cultivation of moral emotion plays an important role in moral education. Therefore, the implementation of emotional moral education in secondary vocational schools is a necessary way to improve the effectiveness of moral education. This paper is divided into five chapters to discuss the implementation of affective moral education in secondary vocational schools. The first chapter puts forward the research background, purpose and significance of the thesis, the train of thought and main methods of this study, the definition and interpretation of related concepts and the research trends of moral education at home and abroad. The second chapter expounds the relevant theoretical basis of implementing affective moral education in secondary vocational schools, and guides the practice with theory. The third chapter is through the design questionnaire, carries out the investigation, understands the current secondary vocational school student morals present situation and the moral education work present situation, and carries on the reason analysis to the related question, To provide practical basis for the implementation of emotional moral education in secondary vocational schools. The fourth chapter discusses the effective measures and suggestions to carry out emotional moral education from the aspects of society, school, teachers, family and students in view of the existing problems. The fifth chapter, from Zhuzhou secondary vocational school implementation "happy moral education" obtains the good result as well as the implementation way further demonstrates the secondary vocational school to carry out the emotion morals education the feasibility and the necessity.
【学位授予单位】：湖南农业大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G711
本文编号：2333150
[Abstract]:Nowadays, the status of vocational education is slowly changing, its importance is increasingly prominent. In terms of scale, vocational education has occupied half of the educational undertakings. It undertakes the important task of training production, management and service for technical and skilled talents, optimizes labor resources, changes the mode of economic growth, promotes the rapid development of economy, and realizes a well-off society. The mission of realizing the great rejuvenation of the Chinese nation. Moral education, which is intended to "build people", is the primary task of education and should be the primary goal of secondary vocational schools to train talents. However, at present, some secondary vocational schools are beset by the development. In the aspect of students' moral education, they pay less attention to it and invest less in it, which makes it difficult to improve the effectiveness of moral education in schools, thus restricting the all-round development of students. Therefore, it is urgent for secondary vocational schools to pay attention to the work of moral education, improve their status and find effective ways to improve the effectiveness of moral education. Emotion, as the source of morality, plays an important role in the formation and development of individual morality. At present, moral education in secondary vocational schools has the tendency of attaching importance to moral cognition education and belittling moral and emotional education, which leads to students' knowledge, emotion and behavior difficult to achieve unity. Moral knowledge is a kind of knowledge of value, and the acceptance of moral knowledge by secondary vocational students is based on emotional identity. Only in this way will they cast their enthusiasm, follow moral norms in practice, practice moral principles, and lose the role of emotion in promoting and maintaining, even if there is behavior, it is temporary and difficult to last. It can be said that emotion plays an important role in the formation of secondary vocational school students' moral character, and the cultivation of moral emotion plays an important role in moral education. Therefore, the implementation of emotional moral education in secondary vocational schools is a necessary way to improve the effectiveness of moral education. This paper is divided into five chapters to discuss the implementation of affective moral education in secondary vocational schools. The first chapter puts forward the research background, purpose and significance of the thesis, the train of thought and main methods of this study, the definition and interpretation of related concepts and the research trends of moral education at home and abroad. The second chapter expounds the relevant theoretical basis of implementing affective moral education in secondary vocational schools, and guides the practice with theory. The third chapter is through the design questionnaire, carries out the investigation, understands the current secondary vocational school student morals present situation and the moral education work present situation, and carries on the reason analysis to the related question, To provide practical basis for the implementation of emotional moral education in secondary vocational schools. The fourth chapter discusses the effective measures and suggestions to carry out emotional moral education from the aspects of society, school, teachers, family and students in view of the existing problems. The fifth chapter, from Zhuzhou secondary vocational school implementation "happy moral education" obtains the good result as well as the implementation way further demonstrates the secondary vocational school to carry out the emotion morals education the feasibility and the necessity.
【学位授予单位】：湖南农业大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G711
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