本文選題：高校德育 + 德育系統(tǒng)　； 參考：《西南大學》2017年碩士論文

【摘要】：立德樹人是教育的根本任務,也是高校的立身之本。在社會轉型期和高等教育大眾化的當前,我國高校德育面臨諸多理論和實踐問題,改革高校德育以提升實效成為人們的共識。共生理論自提出以來,因其對多元共存、互動共生等理念的強調,對共生系統(tǒng)整體性、開放性、層次性、包容性及生成性等基本特征的揭示,為我們重新認識高校德育諸要素間及要素內(nèi)部各因子間的關系提供了新視角,為解決高校德育內(nèi)外部不和諧因素提供了新思路。然而,在高校德育研究領域還缺乏對共生理論價值的深入挖掘,有鑒于此,本研究從共生的視角出發(fā)對高校德育諸要素及其內(nèi)部因子間的關系進行審視,按照“提出問題─分析問題─解決問題”的邏輯思路,主要解決三個問題:一是當前高校德育的主要問題有哪些;二是造成這些問題的原因何在;三是要解決這些問題,以共生理論為參照,高校德育應做出怎樣的改革。當前我國高校德育存在諸多問題:一是高校德育與其所處環(huán)境存在罅隙,表現(xiàn)在高校與家庭和社會缺乏互動合作以及高校內(nèi)部環(huán)境德育要素缺乏整合;二是德育各主體包括教師之間、學生之間和師生之間有效交往不足;三是德育內(nèi)容缺乏整合,片面強調政治性德育內(nèi)容而忽視生活化德育內(nèi)容,片面強調知識性德育內(nèi)容而忽視情意性德育內(nèi)容;四是德育實施過程中形式主義,突出表現(xiàn)在德育途徑與德育目標兩張皮和德育實施中的“目中無人”。這些問題從根本上反映了德育系統(tǒng)中各要素的分離,究其原因在于:學校德育功利化和規(guī)范倫理學下,德育目標中只見社會不見個人,德育內(nèi)容中只見道德規(guī)范傳授不見道德主體自我建構;單子式人學觀下,德育實施過程中人與人之間的孤立;德育系統(tǒng)內(nèi)部系統(tǒng)觀缺位下,德育目的、內(nèi)容、途徑等要素相互獨立而存在。因此,當前我國高校德育走出困境的關鍵在于促進德育系統(tǒng)各因素的整合。以共生理論為參照,必須建立和發(fā)展高校德育系統(tǒng)的共生屬性,即建構高校德育共生系統(tǒng),以德育要素間互動共生關系的加強來改善高校德育的整體功能。這包括三方面的工作:一是通過優(yōu)化家庭教育和社會教育,并加強家庭、社會和高校的互動以打造“家庭-社會-高�！币惑w化的共生環(huán)境;二是以加強全體教師參與德育工作的自覺性和教師隊伍的德育素養(yǎng)專業(yè)化建設為抓手提升高校德育共生單元的質量;三是促進高校德育共生單元間的互動共生,這主要包括德育主體間的交往共生、德育內(nèi)容的多元整合及提升德育實施途徑的針對性等方面。
[Abstract]:It is the fundamental task of education and the foundation of higher education. In the current period of social transformation and popularization of higher education, moral education in colleges and universities in China is faced with many theoretical and practical problems. It has become a common understanding to reform moral education in colleges and universities in order to enhance the actual effect. Since the theory of symbiosis was put forward, because of its emphasis on the concept of multiple coexistence and interactive symbiosis, it reveals the basic characteristics of symbiotic system, such as integrity, openness, hierarchy, inclusiveness and generative, etc. It provides a new angle of view for us to understand the relationship between the elements of moral education in colleges and universities and the internal and external factors of moral education in colleges and universities, and provides a new way to solve the internal and external disharmonious factors of moral education in colleges and universities. However, in the field of moral education research in colleges and universities, there is still a lack of deep excavation of the theoretical value of symbiosis. In view of this, this study examines the relationship between the elements and internal factors of moral education in colleges and universities from the perspective of symbiosis. According to the logic of "putting forward problems-analyzing problems-solving problems", three main problems are solved: first, what are the main problems of moral education in colleges and universities at present; second, what are the causes of these problems; and thirdly, to solve these problems, With the theory of symbiosis as a reference, what kind of reform should be made in moral education in colleges and universities? At present, there are many problems in moral education in colleges and universities in our country: first, there are gaps between moral education in colleges and universities and the environment in which they live, which is manifested in the lack of interactive cooperation between colleges and universities, family and society, and the lack of integration of the elements of moral education in colleges and The other is the lack of effective communication between teachers, students and teachers and students, the lack of integration of the contents of moral education, the one-sided emphasis on the content of political moral education, and the neglect of the content of moral education of life. The fourth is formalism in the implementation of moral education, which is manifested in the two skins of moral education approach and moral education goal and the "no one in sight" in the implementation of moral education. These problems fundamentally reflect the separation of various elements in the moral education system. The reason lies in: under the utilitarian and normative ethics of moral education in schools, there are no individuals in the moral education goal. In the content of moral education, only the moral norms are imparted without the moral subject self-constructing; under the single-child view of human studies, the isolation between people in the process of moral education is carried out; under the absence of the internal systematic view of moral education system, the purpose and content of moral education, Approaches and other elements exist independently of each other. Therefore, the key of moral education in colleges and universities is to promote the integration of various factors of moral education system. With the theory of symbiosis as the reference, we must establish and develop the symbiotic property of moral education system in colleges and universities, that is, to construct the symbiotic system of moral education in colleges and universities, and to improve the overall function of moral education in colleges and universities by strengthening the interactive symbiotic relationship among the elements This includes three aspects of work: first, through optimizing family education and social education, and strengthening the interaction between family, society and colleges and universities to create a "family-social-university" integration of symbiotic environment; The second is to promote the quality of moral education symbiosis unit in colleges and universities by strengthening the consciousness of all teachers participating in moral education work and the professional construction of moral education literacy of teachers; third, to promote the interaction and symbiosis among moral education symbiotic units in colleges and universities. This mainly includes the communication and symbiosis between the subjects of moral education, the pluralistic integration of the contents of moral education and the pertinence of the ways of implementing moral education.
【學位授予單位】：西南大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G641

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本文編號：1963531