本文選題：本科 + 公共必修課程��； 參考：《西南大學(xué)》2012年碩士論文

【摘要】：《國家中長期教育改革和發(fā)展規(guī)劃綱要》(2010-2020年)明確提出教育應(yīng)當(dāng)“全面貫徹黨的教育方針,堅持教育為社會主義現(xiàn)代化建設(shè)服務(wù)、為人民服務(wù)、與生產(chǎn)勞動和社會實踐相結(jié)合,培養(yǎng)德智體美全面發(fā)展的社會主義建設(shè)者和接班人�！迸囵B(yǎng)德智體美勞全面發(fā)展的社會主義建設(shè)者和接班人是我國不同階段的教育所追求的共同目標(biāo)。而培養(yǎng)出全面素質(zhì)發(fā)展的高素質(zhì)人才是大學(xué)教育的重要任務(wù)之一,因此探討大學(xué)生的全面素質(zhì)發(fā)展意義非凡。大學(xué)階段的“全面”性發(fā)展主要包括“德智體美勞”的全面素質(zhì)發(fā)展,還包括個性、創(chuàng)造性和專業(yè)發(fā)展。而“德智體美勞”的全面素質(zhì)發(fā)展是個性、創(chuàng)造性和專業(yè)發(fā)展的基礎(chǔ),是“全面”性發(fā)展的基礎(chǔ)條件。因此,本文主要研究的是在大學(xué)生“全面”性發(fā)展中期基礎(chǔ)作用的“德智體美勞”的全面素質(zhì)發(fā)展。影響大學(xué)生全面素質(zhì)發(fā)展有多種因素,課程是主要渠道。公共必修課程是“高等學(xué)校中學(xué)習(xí)任何專業(yè)都必須修習(xí)的課程。公共必修課程雖然不同專業(yè)有直接聯(lián)系,但它是培養(yǎng)德、智、體、美、勞全面發(fā)展的專門人才的必要課程”�！菫榱吮Ｕ纤写髮W(xué)生在“德智體美勞”等方面發(fā)展、為專業(yè)學(xué)習(xí)打下堅實基礎(chǔ)的共同課程。門類與結(jié)構(gòu)合理的公共必修課程,是實現(xiàn)大學(xué)生德智體美勞全面素質(zhì)發(fā)展的保證和必要條件。 那么,本科公共必修課程是否起到了促進大學(xué)生德智體美勞全面素質(zhì)發(fā)展的作用呢?本研究通過大學(xué)生在公共必修課程影響下對自身德智體美勞全面素質(zhì)發(fā)展水平的自評來探索公共必修課程設(shè)置所存在的問題,提出本科公共必修課程的門類與結(jié)構(gòu)。研究采用自編《公共課程對大學(xué)生全面素質(zhì)發(fā)展影響的自評》(參見附錄),從三個方面了解大學(xué)生對公共必修課程和自身素質(zhì)發(fā)展關(guān)系的認(rèn)識和評價。第一,大學(xué)生對公共必修課程價值的認(rèn)識；第二,本科公共必修課程與自身全面素質(zhì)發(fā)展關(guān)系的自我評價；第三,公共必修課程設(shè)置所存在的問題。本研究選取六所大學(xué)的本科全日制文科、理科生共686人為研究對象。 調(diào)查顯示： 第一,在被調(diào)查的學(xué)生中,40%的學(xué)生不知道公共必修課程主要影響德智體美勞全面素質(zhì)的發(fā)展；不足35%的學(xué)生知道公共選修課程主要影響個性發(fā)展；僅30%的學(xué)生知道公共必修課程主要影響創(chuàng)造性發(fā)展；83.7%的學(xué)生能認(rèn)識到專業(yè)課程對專業(yè)發(fā)展有主要影響�？梢�,大學(xué)生對高校課程開設(shè)的價值并沒有清楚的認(rèn)識。 第二,“美育類(如高校美育)”課程和“思維訓(xùn)練類(如普通邏輯學(xué))”課程在整個大學(xué)階段并未作為必修課程出現(xiàn)； 第三,在公共必修課程的影響下,大學(xué)生德、智、體、勞四方面發(fā)展期待程度極其顯高于發(fā)展實際程度(p=0.0000.001)； 第四,現(xiàn)有公共課程當(dāng)中,思維訓(xùn)練和美育類課程的影響最弱。大學(xué)生在欣賞美、表現(xiàn)美和創(chuàng)造美三個方面發(fā)展實際水平極其顯著低于發(fā)展期待水平(p=0.0000.001)；大學(xué)生在知識(基礎(chǔ)知識、專業(yè)知識)、技能(讀寫算、實驗、運動、生產(chǎn))和智力(感知觀察、思維能力、記憶)三大指標(biāo)上發(fā)展實際水平極其顯著低于發(fā)展期待水平(p=0.0000.001)；第五,總體而言,“德智體美勞”全面素質(zhì)發(fā)展程度均值平均數(shù)由高到低依次為：美(3.29)、體(3.15)、智(3.09)、德(3.05)、勞(2.97)。其中德智體美勞全面素質(zhì)發(fā)展的具體各項指標(biāo)發(fā)展程度均值由高到低依次欣賞美(3.64)、表現(xiàn)美(3.28)、體質(zhì)和體魄(3.20)、知識(3.18)、體育運動知識和技能(3.15)、體育運動習(xí)慣(3.09)、道德品質(zhì)(3.08)、思想觀點與技能(3.06)、智力(3.04)、政治立場(3.01)、創(chuàng)造美(2.95)、勞動觀(2.85)、勞動習(xí)慣(2.79)、勞動知識與技能(2.74)。 本研究表明,公共必修課程在實現(xiàn)大學(xué)生“德智體美勞”全面素質(zhì)發(fā)展中具有不可或缺的作用。據(jù)此,本研究指出并建議完整的公共必修課程門類應(yīng)包括：《毛、鄧、三》、《中國近代史綱要》、《形勢與政策》、《軍訓(xùn)和軍事理論》、《馬克思主義基本原理》、《思想道德修養(yǎng)與法律基礎(chǔ)》、《大學(xué)英語》、《大學(xué)計算機基礎(chǔ)》、思維訓(xùn)練類課程(如《普通邏輯學(xué)》)、《大學(xué)體育》、美育類課程(如《高校美育》)、《大學(xué)生職業(yè)發(fā)展與就業(yè)指導(dǎo)》。完善的公共必修課程主要促進大學(xué)生德智體美勞全面素質(zhì)的發(fā)展,并以此為基礎(chǔ)對學(xué)生的個性、創(chuàng)造性和專業(yè)發(fā)展有一定的促進作用。本研究的創(chuàng)新在于在前人研究的基礎(chǔ)上,提出了完善公共必修課程門類和分析德智體美勞全面素質(zhì)發(fā)展的各項指標(biāo)。介于作者水平有限,關(guān)于德智體美勞全面素質(zhì)的發(fā)展和個性、創(chuàng)造性以及專業(yè)發(fā)展的相互影響上,有待進一步研究。
[Abstract]:"The outline of the national medium and long term education reform and development plan > (2010-2020 years) clearly put forward that education should" fully implement the party's educational policy, adhere to the service of education for socialist modernization, serve the people, combine with productive labor and social practice, and cultivate socialist builders and successors of the comprehensive development of the United States and the United States and the body. " To train the socialist builders and successors of the all-round development of the moral and intellectual bodies and the all-round development of our country is the common goal of the education in different stages of our country. And it is one of the important tasks to cultivate high-quality talents with comprehensive quality development. Therefore, it is of great significance to explore the overall quality of college students. The development of the exhibition mainly includes the all-round development of "morality and wisdom and the beauty of work", including personality, creativity and professional development. The development of the all-round quality of "the moral and the think body and the beautiful work" is the basis of individuality, creativity and professional development, and the basic condition of "comprehensive" development. Therefore, the main purpose of this article is to study the middle period of "comprehensive" development of college students. There are many factors affecting the development of the overall quality of the college students. The main channel is the curriculum. The public compulsory course is the course "the learning of any major in the higher schools. The public compulsory course, although the different specialties have direct connection, it is the training of Germany, intelligence, body, beauty, and labor." The necessary curriculum for the all-round development of specialized talents is to ensure the development of all college students in the aspects of "virtue, think, body and work" and so on, to lay a solid foundation for professional learning. The class and the reasonable structure of public compulsory courses are the guarantee and necessary condition for the realization of the all-round quality development of the university students.
So, does the undergraduate course play a role in promoting the overall quality development of the college students' morality, think body, beauty and work? This study tries to explore the problems of the public compulsory courses by self evaluation of the self-assessment of the overall quality of their work under the influence of public compulsory courses, and puts forward the compulsory course of the undergraduate course. The study of self-assessment and evaluation on the relationship between public compulsory courses and their own quality development from three aspects. First, college students' understanding of the course value of public compulsory courses; second, undergraduate course compulsory courses. The self evaluation of the relationship with the development of its own overall quality; third, the problems existing in the setting of public compulsory courses. This study selected the undergraduate full time liberal arts of six universities and 686 subjects of science students.
The survey showed that:
First, among the students surveyed, 40% of the students did not know that the compulsory courses mainly influenced the development of the all-round quality of the German and the intellectual, while less than 35% of the students knew that the public elective courses mainly influenced the development of personality; only 30% of the students knew that the compulsory courses mainly influenced the creative development, and 83.7% of the students could recognize the professional courses. It has a major impact on professional development. It can be seen that college students do not have a clear understanding of the value of courses offered in Colleges and universities.
Second, "Aesthetic Education (such as college aesthetic education)" and "thinking training (such as general logic)" courses did not appear as compulsory courses in the whole university stage.
Third, under the influence of the public compulsory courses, the expectation degree of the four aspects of university students' moral, intellectual, physical and mental development is significantly higher than the actual level of development (p=0.0000.001).
Fourth, among the existing public courses, the influence of thinking training and aesthetic education courses is the weakest. College students are extremely significantly lower than the development expectation level (p=0.0000.001) in the three aspects of appreciation of beauty, expressive beauty and creative beauty; college students are in knowledge (basic knowledge, professional knowledge), skills (reading, writing, experiment, sports, production) and intelligence ( The three major indicators of perceptual observation, thinking ability and memory were significantly lower than the development expectation level (p=0.0000.001); fifth, in general, the average average of the overall quality development of the "German and the think body and the beauty" from high to low was in the order of beauty (3.29), body (3.15), intelligence (3.09), Germany (3.05), and labour (2.97). The development degree of specific indicators for the development of surface quality is from high to low to appreciate beauty (3.64), show beauty (3.28), physique and body (3.20), knowledge (3.18), sports and sports knowledge and skills (3.15), sports habit (3.09), moral quality (3.08), ideas and skills (3.06), intelligence (3.04), political position (3.01), creation of beauty (2.95), labor (2.95), labor. " Outlook (2.85), labor habits (2.79), labor knowledge and skills (2.74).
This study shows that the compulsory course of public compulsory courses plays an indispensable role in realizing the overall quality development of the college students' "moral and intellectual work". Accordingly, this study points out and suggests that a complete class of compulsory courses should include: < Mao, Deng, three >, < the outline of modern history of China >, < situation and policy >, < military training and military theory > > < Marx's doctrine basis. This principle > < ideological and moral cultivation and legal basis > > University English > University Computer Foundation > thinking training courses (such as < ordinary logic >), < College PE >, aesthetic education courses (such as "College Aesthetic Education >"), < college career development and employment guidance >. The perfect public compulsory courses mainly promote the overall quality of college students in virtue and think body, beauty and work. On the basis of the previous research, the innovation of this study is to improve the categories of the public compulsory courses and to analyze the development of the comprehensive quality of the German and the intellectual. The interaction between quality development and personality, creativity and professional development needs further study.

【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G641

【參考文獻】

相關(guān)期刊論文 前10條

1 徐輝,季誠鈞;中國大陸、香港、臺灣地區(qū)高校通識教育之比較[J];比較教育研究;2004年08期

2 李會春;十所高師院校通識課程設(shè)置現(xiàn)狀分析[J];太原師范學(xué)院學(xué)報(社會科學(xué)版);2004年03期

3 張娜;王峰;;科學(xué)發(fā)展觀與當(dāng)代大學(xué)生全面發(fā)展的價值導(dǎo)向[J];法制與社會;2010年23期

4 葉育旺;鄭永廷;;大學(xué)生全面發(fā)展中的風(fēng)險及其化解[J];中國高等教育評估;2006年03期

5 李會春;;中國高校通識課程設(shè)置現(xiàn)狀研究[J];復(fù)旦教育論壇;2007年04期

6 王娟英;;“以人為本”與大學(xué)生全面發(fā)展[J];高教與經(jīng)濟;2010年01期

7 柴素芳;加強心理素質(zhì)教育促進大學(xué)生全面發(fā)展[J];河北大學(xué)學(xué)報(哲學(xué)社會科學(xué)版);1999年03期

8 賀曉光;孫愛真;;健康的校園文化與大學(xué)生的全面發(fā)展[J];黑龍江教育(高教研究與評估);2008年09期

9 羅道全;實踐活動與大學(xué)生的全面發(fā)展[J];教育與現(xiàn)代化;2002年02期

10 余維祥;;大學(xué)生全面發(fā)展面臨的現(xiàn)實困境及解決對策[J];經(jīng)濟與社會發(fā)展;2010年02期

相關(guān)重要報紙文章 前1條

1 本報記者 余冠仕;[N];中國教育報;2009年

相關(guān)碩士學(xué)位論文 前5條

1 陳素紅;“兩課”教學(xué)與大學(xué)生的全面發(fā)展研究[D];華中師范大學(xué);2004年

2 劉健華;中美普通高校通識教育實踐比較研究[D];黑龍江大學(xué);2007年

3 尚海磊;中美高校通識課程比較研究[D];南京理工大學(xué);2007年

4 廖亞斌;大學(xué)文化對高等教育發(fā)展的作用機理研究[D];湖南農(nóng)業(yè)大學(xué);2007年

5 梅麗;大學(xué)生素質(zhì)拓展計劃與大學(xué)生全面發(fā)展研究[D];廣西民族大學(xué);2008年

，

本文編號：1794673