中等职业学校学生“信念”培育研究
发布时间:2019-06-13 07:07
【摘要】:如何增强职业学校德育工作的针对性和实效性,一直是困扰广大德育工作者的一个难题。2004年,笔者在借鉴普通教育的有关德育实践经验的基础上,在所在学校开展了“反复诵读”德育实验,收到良好效果。其核心价值在于通过“诵读”影响学生的信念,进而影响学生行为。这一实践表明:通过培育学生的良好信念进而促进其良好态度和行为习惯的养成,对提高中职德育工作的效果和效率有明显的作用。 美国心理学家阿尔伯特·艾利斯(Albert Ellis,1913-2007)认为:人的情绪不是由某一诱发性事件的本身所引起,而是由经历了这一事件的人对这一事件的解释和评价所引起的。这就是ABC理论的基本观点。本文将ABC理论由心理健康领域引申扩展到整个德育领域。结合中职德育实际,运用文献研究法、调查研究法、行动研究法等,对学生信念与行为的关系进行了研究。研究认为:培育良好信念是中职德育的关键环节;创设适宜的道德环境、改善学生的心智模式,通过学科德育课程、活动德育课程、隐性德育课程的共同作用,才能有效培育学生的良好信念。 论文主体由以下五部分构成:绪论部分介绍了研究的缘起、目的、意义、内容与方法。第二部分是信念概述,阐述了信念含义、功能,对照德育大纲系统梳理了中职学生信念培育目标,对中职学生信念现状进行了调查分析。第三部分是信念培育的理论基础,阐述了马克思主义、王阳明的知行学说等哲学理论,杜威的道德教育思想、陶行知的生活教育理论、建构主义理论等教育学理论,理性情绪行为疗法、贝克认知疗法、自我控制等心理学理论对信念的论述及启示。第四部分是信念培育的主要途径,首先介绍信念形成的程式,提出“信念是在实践中自主建构的”,经过“行动→初步观念→再行动→评价反思→强化观念→形成信念→新的行动”这样一个循环往复的过程;其次,论述信念培育的主要途径,提出了在一定价值环境下,,通过学科德育课程、活动德育课程、隐性德育课程相辅相成、共同培育良好信念基本模式;第五部分介绍了本选题研究中存在的问题及对未来研究的展望。
[Abstract]:How to enhance the pertinence and effectiveness of moral education in vocational schools has always been a difficult problem for moral education workers. In 2004, on the basis of drawing lessons from the practical experience of moral education in general education, the author carried out the experiment of "repeated reading" moral education in his school, and achieved good results. Its core value is to influence students' beliefs through reading, and then affect students' behavior. This practice shows that it plays an obvious role in improving the effect and efficiency of moral education in secondary vocational schools by cultivating students' good beliefs and promoting the cultivation of their good attitudes and behavior habits. Albert Ellis (Albert Ellis,1913-2007), an American psychologist, believes that human emotion is not caused by a induced event itself, but by the interpretation and evaluation of the event by those who have experienced it. This is the basic point of view of ABC theory. In this paper, ABC theory is extended from the field of mental health to the whole field of moral education. Combined with the reality of moral education in secondary vocational school, the relationship between students' belief and behavior is studied by using the methods of literature research, investigation and research, action research and so on. It is considered that cultivating good beliefs is the key link of moral education in secondary vocational schools, creating a suitable moral environment, improving students' mental model, and cultivating students' good beliefs effectively through the joint action of subject moral education curriculum, active moral education curriculum and hidden moral education curriculum. The main body of the paper is composed of the following five parts: the introduction part introduces the origin, purpose, significance, content and method of the study. The second part is the summary of belief, which expounds the meaning and function of belief, combs the cultivation goal of secondary vocational school students' belief according to the moral education outline system, and makes an investigation and analysis on the present situation of secondary vocational school students' belief. The third part is the theoretical basis of belief cultivation, which expounds the philosophical theories such as Marxism, Wang Yangming's theory of knowledge and practice, Dewey's moral education thought, Tao Xingzhi's life education theory, constructivism theory and other pedagogical theories, rational emotional behavior therapy, Baker cognitive therapy, self-control and other psychological theories. The fourth part is the main way to cultivate belief. First of all, it introduces the formula of belief formation, puts forward a cyclic process of "belief is constructed independently in practice", and through "action preliminary concept and action evaluation and reflection on strengthening the concept and forming the new action of belief". Secondly, it discusses the main ways to cultivate belief, and puts forward the basic mode of cultivating good belief through subject moral education curriculum, activity moral education curriculum and hidden moral education curriculum under a certain value environment. The fifth part introduces the problems existing in this topic research and the prospect of future research.
【学位授予单位】:河北师范大学
【学位级别】:硕士
【学位授予年份】:2012
【分类号】:G718.3
本文编号:2498344
[Abstract]:How to enhance the pertinence and effectiveness of moral education in vocational schools has always been a difficult problem for moral education workers. In 2004, on the basis of drawing lessons from the practical experience of moral education in general education, the author carried out the experiment of "repeated reading" moral education in his school, and achieved good results. Its core value is to influence students' beliefs through reading, and then affect students' behavior. This practice shows that it plays an obvious role in improving the effect and efficiency of moral education in secondary vocational schools by cultivating students' good beliefs and promoting the cultivation of their good attitudes and behavior habits. Albert Ellis (Albert Ellis,1913-2007), an American psychologist, believes that human emotion is not caused by a induced event itself, but by the interpretation and evaluation of the event by those who have experienced it. This is the basic point of view of ABC theory. In this paper, ABC theory is extended from the field of mental health to the whole field of moral education. Combined with the reality of moral education in secondary vocational school, the relationship between students' belief and behavior is studied by using the methods of literature research, investigation and research, action research and so on. It is considered that cultivating good beliefs is the key link of moral education in secondary vocational schools, creating a suitable moral environment, improving students' mental model, and cultivating students' good beliefs effectively through the joint action of subject moral education curriculum, active moral education curriculum and hidden moral education curriculum. The main body of the paper is composed of the following five parts: the introduction part introduces the origin, purpose, significance, content and method of the study. The second part is the summary of belief, which expounds the meaning and function of belief, combs the cultivation goal of secondary vocational school students' belief according to the moral education outline system, and makes an investigation and analysis on the present situation of secondary vocational school students' belief. The third part is the theoretical basis of belief cultivation, which expounds the philosophical theories such as Marxism, Wang Yangming's theory of knowledge and practice, Dewey's moral education thought, Tao Xingzhi's life education theory, constructivism theory and other pedagogical theories, rational emotional behavior therapy, Baker cognitive therapy, self-control and other psychological theories. The fourth part is the main way to cultivate belief. First of all, it introduces the formula of belief formation, puts forward a cyclic process of "belief is constructed independently in practice", and through "action preliminary concept and action evaluation and reflection on strengthening the concept and forming the new action of belief". Secondly, it discusses the main ways to cultivate belief, and puts forward the basic mode of cultivating good belief through subject moral education curriculum, activity moral education curriculum and hidden moral education curriculum under a certain value environment. The fifth part introduces the problems existing in this topic research and the prospect of future research.
【学位授予单位】:河北师范大学
【学位级别】:硕士
【学位授予年份】:2012
【分类号】:G718.3
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