地矿类专业大学生生态道德教育研究

发布时间：2018-06-26 20:01

本文选题：生态道德教育 + 地矿类专业　；参考：《中国地质大学》2014年博士论文

【摘要】：生态道德是20世纪中期以来产生的一种新型道德,它以人与自然和谐发展为核心,它是传统道德(人际道德)的拓展和扩充,是人类文明进步的象征和标志。党的十八大提出建设社会主义生态文明,这就需要具有较高生态道德素质的社会主义建设者和接班人。而地矿类专业大学生由于其专业特点将承担更多的生态道德责任,因此更需要对地矿类专业大学生进行生态道德教育。论文以地矿类专业大学生生态道德教育为研究主题,试图回答对地矿类专业大学生“为什么进行生态道德教育(意义)、教育什么(内容)和怎么教育(途径)”等基本问题。遵循提出问题.分析问题-解决问题的思路,采用历史分析、文献研究问卷调查、案例分析等研究方法,对地矿类专业大学生生态道德教育的基本理论进行了较为全面、深入、系统的研究,特别是构建了教育内容体系,尝试挖掘了地矿专业知识和地学哲学中的生态道德教育资源,以具体课程为例,分析了如何在地矿专业课教学中渗透生态道德教育和如何在思想政治理论课教学中进行生态道德教育。论文分四部分：第一部分是第一章绪论。第一章首先论述了论文的选题缘由、研究意义。本文认为,地矿类专业大学生生态道德教育研究有两个方面的意义：一是理论意义,论文尝试建立了地矿类专业大学生生态道德教育的基础理论,包括基本概念、重要意义、理论基础、主要内容、主要途径等,这为大学生生态道德教育的深入、系统研究提供了理论素材。地矿专业教育中生态道德教育资源的挖掘,地矿专业教育中渗透生态道德教育的途径研究,为结合专业教育开展生态道德教育提供了一种理路。二是实践意义,地矿类专业大学生生态道德教育内容体系、教育途径的确定,为教育实践提供了一定的指导和借鉴,尤其是通过挖掘地矿专业教育中的生态道德教育资源,寻求地矿专业教育与生态道德教育的深度融合,为生态道德教育的有效开展提供了一种实践途径。本章综述了国内外研究现状、存在的不足以及研究趋势。首先分析了国外生态道德教育现状,接着从理论基础(依据)、基本内涵、必要性、原则、内容、实践、对策和途径等方面考察了国内研究现状,最后分析了存在的不足和研究趋势,指出目前国内未见对地矿类专业大学生生态道德教育的专门研究,也未见地矿专业教育中渗透生态道德教育的研究,但通过分析发现,生态道德教育融入地矿专业教育有可能、也有必要,若得以实现,将能切实提高地矿类专业大学生生态道德教育的实效性。本章随后介绍了论文的研究思路、方法和创新点。第二部分为第二章,基本概念的界定和地矿类专业大学生生态道德教育重要意义的阐释。本章首先对生态道德、生态道德教育和地矿类专业大学生生态道德教育的基本内涵进行了界定。接着论述了地矿类专业大学生生态道德教育的重要意义。本文认为,对地矿类专业大学生进行生态道德教育,有五个方面的重要意义,包括应对生态危机的客观需要、发展社会主义道德的必然要求、推进生态文明建设的现实需要、大学生全面发展和职业发展的需要。第三部分是论文的主体部分。该部分在分析地矿类专业大学生生态道德教育现状的基础上,阐述了地矿类专业大学生生态道德教育的理论基础,构建了地矿类专业大学生生态道德教育的内容体系,探讨了地矿类专业大学生生态道德教育的主要途径,具体包括论文的第三章、第四章、第五章、第六章和第七章。第三章是地矿类专业大学生生态道德教育的现状调查和分析。论文通过对七所高校、2503名地矿类专业大学生的问卷调查发现,从整体上来看,地矿类专业大学生具有一定的生态环境意识和生态道德观念,掌握了一定的生态环境知识,也有自觉的生态环境保护行为,渴望在大学阶段接受生态道德教育,并认为地矿类专业知识中蕴含着丰富的生态道德教育资源,融入专业课、德育课中增加教育内容、融入日常教育管理、自我教育等都是较好的教育方式。但还存在一些问题,比如生态道德意识和观念还需加强,生态环境知识有待完善和丰富,生态道德行为还需更加自觉和知行统一,高校生态道德教育开展的力度不够,地矿专业教育的生态道德教育功能未充分发挥等。接着从客观因素和主观因素两个方面分析了造成这些问题的原因,客观因素包括生态道德教育未纳入高校思想政治教育体系、全员育人氛围不浓厚、生态道德教育资源欠缺等；主观因素包括传统道德(人际道德)的影响、绝对化的人类中心主义的影响、自主学习的意识和能力有待加强等。第四章阐述了地矿类专业大学生生态道德教育的理论基础。主要包括马克思主义的生态道德思想、地学哲学中人类与地球和谐发展理论以及道德教育的基本理论。马克思主义的生态道德思想从马克思恩格斯生态哲学思想和中国化马克思主义的生态道德思想两个方面进行了阐述；地学哲学中人类与地球和谐发展理论分析了承认和尊重自然生存、自然对策、自然物质生产、自然价值的相关理论和人地协调发展规律；道德教育的基本理论包括道德教育的目标、过程和途径。第五章构建了地矿类专业大学生生态道德教育的内容体系。该章以第三章的现状和第四章的理论为基础,依据地矿类专业大学生生态道德教育目标、素质现状、专业特点,遵循理论性与实践性、全面性与专业性、整体性与层次性、稳定性与发展性相结合的原则,构建了地矿类专业大学生生态道德教育内容体系,主要内容为生态环境知识教育、生态道德观念教育和生态道德规范教育。三方面的内容密切联系、相互促进,其中生态环境知识是地矿类专业大学生正确认识人与自然关系、正确认识和理解生态环境问题、理解生态道德观念和规范、进行正确的生态道德行为选择的知识储备和重要前提；生态道德观念,是地矿类专业大学生面对生态环境问题能够进行正确的是非、善恶、荣辱的认识、判断和评价的思想基础和行动指南；生态道德规范则是在生态环境保护、改造、发展和建设的实践中应该遵循的行为规范和准则,它是生态环境知识和生态道德观念的具体体现和落脚点。第六章是专题研究,从地矿专业知识和地学哲学两个方面挖掘地矿专业教育中的生态道德教育资源。地矿类专业涉及专业课数十门,每门课都不同程度地蕴含有生态道德教育资源,本章选取了五个知识点进行较为深入地挖掘,即矿产资源不可再生性及其合理开发利用、人类与地质环境协调发展、人类活动与地质灾害防治、地下水污染与防治、生物与环境的协同演化。地学哲学研究的是地球科学理论与实践中的哲学问题,论文挖掘了地学哲学中地质运动基本规律、地学价值论、人地关系理论中的生态道德教育资源,具体为地质系统律与生态整体观教育、地质互补律与生态道德责任观教育、自然价值与生态价值观教育、矿产价值与生态道德责权观教育、人地关系的历史发展脉络与人与自然和谐发展的历史必然性认识、人类与地球的相互作用与生态整体观教育、人地和谐发展理论与生态道德观教育。第七章为地矿类专业大学生生态道德教育的途径研究。本章从教育者和被教育者两个主体,课堂教学、日常教育管理服务、自我教育三个维度,阐述了四种教育途径,分别为地矿类专业课教学中渗透生态道德教育、思想政治理论课教学中进行生态道德教育、日常教育管理服务中贯穿生态道德教育、自我教育中融入生态道德教育。地矿类专业课教学中渗透生态道德教育遵循适度性、恰当性、动态性、重点性原则,以《普通地质学》为例进行了论述,强调要提高专业课教师生态道德教育的意识和能力,加强制度建设和科学评价体系建设。思想政治理论课教学中进行生态道德教育以《思想道德修养与法律基础》为例,挖掘该门课程中现有的生态道德教育资源,适当扩充相关内容,完善教学方式方法,确保教学效果。日常教育管理服务中贯穿生态道德教育包括完善规章制度,将生态道德教育要求纳入其中；加强教育引导、增强全员参与生态道德教育的意识和能力；发挥学务指导老师、辅导员、管理服务人员等各类人员的生态道德教育功能。自我教育中融入生态道德教育从自主学习、专业实践和社会实践、党团活动、网络生活四个方面进行了分析和阐释。第四部分是论文的结语,总结了论文的主要内容、创新点、不足和研究展望。
[Abstract]:Ecological morality is a new type of morality produced since the mid twentieth Century. It is the core of the harmonious development of man and nature. It is the expansion and expansion of traditional morality (interpersonal morality). It is the symbol and symbol of the progress of human civilization. The eighteen Party of the party has proposed the construction of socialist ecological civilization, which requires a society with high ecological moral quality. The college students of Geology and minerals will take more ecological moral responsibility because of their professional characteristics. Therefore, it is more necessary to carry out ecological moral education to the college students of Geology and mining. The thesis takes the ecological moral education of geological and mineral majors as the research topic, and tries to answer the "why" for the college students of Geology and mining. The basic theory of Ecological Moral Education (significance), what (content) and how to educate (the way) "is carried out. The basic theory of ecological moral education for geology and mining majors is carried out by following the questions, analyzing the problems and solving the problems, using historical analysis, literature research questionnaire investigation, case analysis and so on. In particular, the educational content system is constructed, and the ecological moral education resources in geology and geology and geoscience philosophy are excavated in particular. Taking specific courses as an example, this paper analyzes how to infiltrate ecological morality education in the teaching of Geology and mineral courses and how to carry out ecological moral education in the teaching of ideological and political theory. The thesis is divided into four parts: the first part is the first chapter introduction. The first chapter first discusses the origin of the topic and the significance of the research. This article holds that the study of ecological moral education for geological and mineral majors has two aspects: first, the theoretical significance, the paper tries to establish the basic theory of ecological moral education for college students of Geology and minerals. It includes basic concepts, significance, theoretical basis, main content and main ways, which provide theoretical material for the in-depth study of ecological moral education for college students, the excavation of ecological moral education resources in the education of Geology and minerals, the approach of the infiltration of ecological moral education in the education of Geology and minerals, and the development of students in the combination of professional education. State moral education provides a rational way. Two is practical significance. The content system of ecological moral education for geological and mineral majors and the determination of the way of education provide some guidance and reference for the practice of education, especially by digging out the resources of ecological moral education in the professional education of Geology and minerals, and seeking the education of Geology and mines and the ecological moral education. The depth of integration provides a practical way for the effective development of ecological ethics education. This chapter summarizes the current situation at home and abroad, the shortcomings and the trend of research. First, it analyzes the current situation of foreign ecological ethics education, and then analyzes the basic connotation, necessity, principle, practice, countermeasures and ways of the present situation of foreign ecological ethics education. The present situation of domestic research is examined, and the shortcomings and research trends are analyzed. It is pointed out that there is no special research on ecological moral education for college students majoring in geology and mining in China, and there is no research on the infiltration of ecological morality education in geology and mineral education, but it is found that it is possible to integrate raw moral education into geology and mineral education. In this chapter, the second part is the second chapter, the definition of the basic concept and the interpretation of the significance of the ecological moral education for the college students of Geology and minerals. The basic connotation of ecological morality education for college students majoring in geology and mines is defined. Then the important significance of ecological moral education for college students of Geology and minerals is discussed. It is believed that the ecological moral education for college students of Geology and minerals is of five important significance, including the guests to cope with the ecological crisis. The third part is the main part of the thesis. On the basis of the analysis of the present situation of the ecological moral education of the geological and mineral majors, this part expounds the ecological morality of the college students majoring in geology and mining. On the basis of the theory of education, the content system of ecological moral education for college students majoring in geology and mining is constructed, and the main ways of ecological moral education for college students of Geology and minerals are discussed, including third chapters, fourth chapters, fifth chapters, sixth chapters and seventh chapters. The third chapter is the investigation of the status quo of ecological moral education for college students of Geology and mining. Through the questionnaire survey of 2503 college students in seven colleges and universities, the paper found that, on the whole, the college students of Geology and mining have certain ecological environment consciousness and ecological moral concept, have mastered certain ecological environment knowledge, and have a self-conscious environmental protection behavior, and are eager to accept the ecological environment at the university stage. Moral education contains rich ecological and moral education resources, integrating into professional courses, adding educational content in the course of moral education, integrating daily education management and self education is a better way of education. However, there are still some problems, such as ecological moral consciousness and concept need to be strengthened, and ecological environment knowledge needs to be solved. Perfect and rich, ecological moral behavior needs to be more conscious and unifying, the strength of ecological moral education in Colleges and universities is not enough, and the ecological moral education function of Geology and mineral education is not fully played. Then the reasons are analyzed from two aspects of objective factors and subjective factors, and the objective factors include ecological moral education. The system of Ideological and political education in Colleges and universities is not included, the atmosphere of full education is not strong and the resources of ecological moral education are lacking. The subjective factors include the influence of traditional morality (interpersonal morality), the influence of absolute anthropocentrism, the consciousness and ability of autonomous learning to be strengthened. The fourth chapter expounds the ecological morality of the college students of Geology and mining specialties. The theoretical basis of education includes the ecological morality of Marx, the theory of the harmonious development of human and the earth in Geoscience and the basic theory of moral education. The ecological moral thought of Marx is carried out from the two aspects of Marx Engels's ecological philosophy thought and the ecological moral thought of Chinese Marx's main meaning. The theory of the harmonious development of human and earth in the philosophy of geoscience analyzes the recognition and respect of natural existence, natural countermeasures, natural material production, the related theory of natural value and the coordinated development law of human and land; the basic theory of moral education includes the goal, process and way of moral education. The fifth chapter constructs the students majoring in geology and mining. Based on the present situation of the third chapters and the theory of the fourth chapters, this chapter is based on the objectives of ecological moral education for college students majoring in geology and mines, the status quo, the professional characteristics, the principles of theory and practice, the comprehensive and professional, the integrity and the hierarchy, the combination of stability and development, and the construction of the mine. The content system of ecological moral education for college students is mainly composed of ecological environment knowledge education, ecological moral concept education and ecological moral standard education. The content of the three aspects is closely related and promotes each other. The ecological environment knowledge is the geological and mineral professional college students are recognizing the relationship between human and nature, and correctly understanding and understanding the ecological ring. Environmental problems, understanding the concept and norms of ecological ethics, and carrying out the correct knowledge reserve and important premise for the choice of ecological moral behavior; the ecological moral concept is the ideological basis and action guide for the students of geological and mineral majors to be correct in the face of ecological environment problems, the understanding of good and evil, honor and disgrace, judgment and evaluation, and the ecological morality. The standard is the behavior norm and criterion which should be followed in the practice of ecological environment protection, transformation, development and construction. It is the concrete embodiment and foothold of the ecological environment knowledge and ecological morality. The sixth chapter is a special study, and excavate the ecological moral education in the geology and mining specialty education from two aspects of Geology and geology and geoscience philosophy. Resources. Geology and mineral majors involve dozens of professional courses, each of which contains ecological moral education resources in varying degrees. This chapter selects five knowledge points to dig deeper, that is, the non renewable and rational exploitation and utilization of mineral resources, the coordinated development of human and geological environment, the prevention and control of human activities and geological disasters, and groundwater. The study of geoscience is the philosophical problem in the theory and practice of earth science. The paper excavates the basic law of geological movement, the theory of Geoscience and the ecological moral education resources in the theory of human land relationship, which is specific to the geological system law and the ecological entirety education, and the geological complement is complementary to the geology. The law and ecological moral responsibility view education, the education of natural value and ecological values, the education of mineral value and the view of ecological morality, the historical development of human land relationship and the historical inevitability of the harmonious development of man and nature, the interaction of human and the earth and the education of ecological integrity, the theory of harmonious development of man and land and the teaching of Ecological Morality The seventh chapter is the study on the way of ecological moral education for college students of Geology and mining. This chapter expounds the four ways of education from the two main bodies of the educators and the educator, the classroom teaching, the daily education management service and the self education, which include the infiltration of ecological morality education and the teaching of Ideological and political theory in the teaching of Geology and mining. The ecological moral education is carried out in the course of daily education management and the ecological moral education is integrated into the self-education. The permeation of ecological morality education in the teaching of Geology and mineral classes follows the principle of moderation, appropriateness, dynamics and key. It is discussed with the general geology as an example, emphasizing the improvement of the teachers' students. In the course of Ideological and political theory, the ecological moral education in the course of Ideological and political theory takes "Ideological and moral cultivation and the legal basis" as an example to excavate the existing ecological moral education resources in the course, expand the relevant content properly, improve the teaching methods and methods, and ensure the teaching efficiency. The ecological moral education in the daily education management service includes perfecting the rules and regulations, bringing the requirements of the ecological moral education into it, strengthening the guidance of the education, strengthening the consciousness and ability of all the members to participate in the ecological moral education, and giving full play to the ecological moral education functions of all kinds of personnel, such as the instructors, counselors, and service personnel. In my education, the education of ecological ethics has been analyzed and explained from four aspects: autonomous learning, professional practice and social practice, Party group activities and network life. The fourth part is the conclusion of the paper, and summarizes the main contents of the paper, innovation, deficiency and research prospects.
【学位授予单位】：中国地质大学
【学位级别】：博士
【学位授予年份】：2014
【分类号】：G641

【参考文献】