本文關(guān)鍵詞：主體性德育模式在高校創(chuàng)業(yè)教育中的建構(gòu)研究　出處：《華中師范大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 主體性 主體性德育模式 高校創(chuàng)業(yè)教育

【摘要】：近20年來,隨著創(chuàng)業(yè)型經(jīng)濟(jì)大趨勢的來臨,創(chuàng)業(yè)教育日益成為高校德育的新的教育形式和載體,德育對創(chuàng)業(yè)教育的研究不斷深化,尤其是針對高校創(chuàng)業(yè)教育培養(yǎng)自主創(chuàng)業(yè)素質(zhì)的大學(xué)生,使得主體性德育在創(chuàng)業(yè)教育中的運(yùn)用成為學(xué)界研究的前沿和熱點(diǎn)。大學(xué)生作為高校創(chuàng)業(yè)教育的主體,也是德育工作的主體,德育理所應(yīng)當(dāng)結(jié)合高校創(chuàng)業(yè)教育,運(yùn)用主體性教育理論不斷培育具有自主性、能動性、創(chuàng)造性、敢為性等主體性特征的大學(xué)生,實(shí)現(xiàn)大學(xué)生自主創(chuàng)業(yè)精神、人格、能力等全方位的提升,為創(chuàng)業(yè)型經(jīng)濟(jì)和創(chuàng)新型社會的發(fā)展輸送自由個性的“準(zhǔn)”創(chuàng)業(yè)者。高校創(chuàng)業(yè)教育從一開始就十分重視德育在培養(yǎng)主體性人格和促進(jìn)大學(xué)生全面發(fā)展中的獨(dú)特價(jià)值,主體性德育在高校創(chuàng)業(yè)教育中的研究日益引起學(xué)界關(guān)注本文試圖從主體性德育模式的本體論和實(shí)踐論維度,探索在高校創(chuàng)業(yè)教育中宏觀和微觀層面的系統(tǒng)建構(gòu),為主體性德育模式理論與實(shí)踐在高校創(chuàng)業(yè)教育中的貫徹提供具有前瞻性和啟示性的參考價(jià)值,以期待促成一股教育合力,促進(jìn)高校大學(xué)生的主體人格的建構(gòu)。 論文第一部分通過梳理主體性、德育、主體性德育和主體性德育模式等相關(guān)范疇,闡述了主體性德育模式的內(nèi)涵與特征,并在此基礎(chǔ)上從理論基礎(chǔ)、師生關(guān)系、教育目標(biāo)、途徑四個方面闡述了主體性德育的基本特征。 論文第二部分對高校創(chuàng)業(yè)教育與主體性德育的關(guān)系研究進(jìn)行闡述。并從四個方面分別對高校創(chuàng)業(yè)教育的內(nèi)涵、高校創(chuàng)業(yè)教育與主體性德育的區(qū)別與聯(lián)系、高校創(chuàng)業(yè)教育與主體性德育之間的相互意義進(jìn)行詳細(xì)分析,為實(shí)現(xiàn)主體德育模式在高校創(chuàng)業(yè)教育中的建構(gòu)做好理論基礎(chǔ)。 論文第三部分依據(jù)主體性德育的客觀規(guī)律,闡明主體性德育模式在高校創(chuàng)業(yè)教育中的民主原則、層次原則、激勵原則、主體原則和長善救失五個原則,以此為具體的建構(gòu)模式提出理論指導(dǎo)與正確方向。 論文第四部分針對上文主體性德育模式在高校創(chuàng)業(yè)教育中建構(gòu)的客觀規(guī)律和原則,力圖從平等、理解和共享三個方面闡明在創(chuàng)業(yè)教育中貫徹和運(yùn)用主體性德育,師生之間關(guān)系建構(gòu)的依據(jù)。為實(shí)現(xiàn)師生之間的良好互動,兼顧教育者實(shí)施教育的主體地位和受教育者接受教育的主體地位,提供客觀依據(jù)。 論文第五部分是論文研究的重點(diǎn),從宏觀理論層面,分教育原則與理念、教育倫理觀、教育價(jià)值觀、教育實(shí)踐觀四個維度進(jìn)行主體性德育在高校創(chuàng)業(yè)中的理論建構(gòu)；從微觀層面,分探究型模式、體諒型模式、實(shí)踐型德育模式三個維度探尋理論轉(zhuǎn)向?qū)嵺`層面的建構(gòu)。
[Abstract]:In the past 20 years, with the advent of the trend of entrepreneurial economy, entrepreneurship education has become a new form and carrier of moral education in colleges and universities, and the research on entrepreneurship education in moral education has been deepened. In particular, the application of subjective moral education in entrepreneurship education has become the forefront and hot spot of academic research. College students are the main body of entrepreneurship education in colleges and universities. Moral education is also the main body of moral education, moral education should be combined with entrepreneurship education in colleges and universities, the use of subjectivity education theory to constantly cultivate the characteristics of autonomy, initiative, creativity, dare to be the main characteristics of college students. To achieve the self-entrepreneurship of college students, personality, ability and other all-round promotion. "Quantification" for the Development of Entrepreneurial economy and innovative Society. From the beginning, entrepreneurship education in colleges and universities has attached great importance to the unique value of moral education in cultivating subjective personality and promoting the all-round development of college students. The study of subjective moral education in entrepreneurship education in colleges and universities has attracted more and more attention. This paper attempts to explore the systematic construction of macro and micro levels in entrepreneurship education in colleges and universities from the ontological and practical dimensions of the mode of subjective moral education. It provides a forward-looking and enlightening reference value for the implementation of the theory and practice of subjective moral education in university entrepreneurship education, in order to promote a joint force of education and promote the construction of the subject personality of college students. The first part of the thesis expounds the connotation and characteristics of the subjective moral education by combing the related categories such as subjectivity, moral education, subjective moral education and subjective moral education model, and based on this theoretical basis. The basic characteristics of subjective moral education are expounded in four aspects: teacher-student relationship, educational objectives and approaches. The second part of the paper expounds the relationship between entrepreneurship education and subjective moral education in colleges and universities, and respectively from four aspects of the connotation of entrepreneurship education in colleges and universities, the difference and relationship between entrepreneurship education and subjective moral education. This paper makes a detailed analysis of the mutual significance between entrepreneurship education and subjective moral education in colleges and universities in order to lay a good theoretical foundation for the construction of the subject moral education mode in entrepreneurship education in colleges and universities. In the third part, according to the objective law of subjective moral education, the author expounds the five principles of subjective moral education in entrepreneurship education in colleges and universities, such as democracy principle, hierarchy principle, incentive principle, subject principle and long good to save the lost. Taking this as the concrete construction mode, it puts forward the theoretical guidance and the correct direction. The 4th part of the thesis aims at the objective laws and principles of the above subjective moral education model in the university entrepreneurship education, and tries to make an effort from the equality. Understanding and sharing three aspects of entrepreneurship education in the implementation and use of subjective moral education, the relationship between teachers and students to construct the basis for the realization of good interaction between teachers and students. The objective basis is provided by taking into account the subject status of the educator's education and the educatee's receiving education. The 5th part of the thesis is the focus of the thesis, from the macro theoretical level, divided into educational principles and ideas, educational ethics, educational values. The four dimensions of the view of educational practice are the theoretical construction of subjective moral education in university entrepreneurship. From the micro level, it is divided into three dimensions: inquiry mode, understanding mode and practical moral education model.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G641

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