【摘要】：培養(yǎng)大學(xué)生自我教育能力,是提升大學(xué)生道德素質(zhì)和實(shí)踐能力的需要,是開(kāi)展思想政治教育工作的最終目的,因此無(wú)論是家庭、學(xué)校還是社會(huì)對(duì)大學(xué)生自我教育能力的培養(yǎng)都十分重視,但是培養(yǎng)效果卻并不理想。那么,大學(xué)生自我教育能力培養(yǎng)中尚存在哪些問(wèn)題?該如何加強(qiáng)大學(xué)生自我教育能力的培養(yǎng)呢? 本研究采用文獻(xiàn)研究法、系統(tǒng)科學(xué)法、邏輯思辨法和調(diào)查法�；趯�(duì)大學(xué)生自我教育能力培養(yǎng)的現(xiàn)狀的總結(jié),剖析了培養(yǎng)中面臨的突出問(wèn)題。以積極心理學(xué)相關(guān)理論為指導(dǎo),提出加強(qiáng)大學(xué)生自我教育能力培養(yǎng)的對(duì)策建議。 本研究的主要結(jié)論體現(xiàn)在如下幾個(gè)方面：第一,自我教育能力是指,個(gè)體為實(shí)現(xiàn)一定的教育目標(biāo),而順利完成自我教育過(guò)程的綜合能力,作為一種能力而言,是一個(gè)開(kāi)放的系統(tǒng),外力可以介入以增強(qiáng)個(gè)人的自我教育能力,從而切入自我教育過(guò)程,提升自我教育效果。第二,大學(xué)生自我教育能力培養(yǎng)仍存在諸多問(wèn)題：一是大學(xué)生自我教育能力培養(yǎng)效果不理想；二是大學(xué)生在自我教育能力培養(yǎng)中的主觀能動(dòng)性不足；三是培養(yǎng)方法和手段單一；四是培養(yǎng)工作的理論基礎(chǔ)不充分；五是培養(yǎng)工作的外部環(huán)境支持系統(tǒng)尚不完善。第三,積極心理學(xué)提出的積極情緒體驗(yàn)理論、積極人格特質(zhì)理論、樂(lè)觀解釋風(fēng)格理論、社會(huì)環(huán)境系統(tǒng)理論等,為培養(yǎng)大學(xué)生自我教育能力提供了理論指導(dǎo)。積極情緒體驗(yàn)的增加,有利于提升大學(xué)生在自我教育能力培養(yǎng)中的主觀能動(dòng)性；形成樂(lè)觀的解釋風(fēng)格,有利于培養(yǎng)大學(xué)生積極的自我意識(shí)；形成積極人格特質(zhì),則有利于大學(xué)生不斷健全和完善自我。此外,積極心理學(xué)的有關(guān)理論也拓展了大學(xué)生自我教育能力培養(yǎng)的方法。
[Abstract]:Cultivating college students' self-education ability is the need to improve college students' moral quality and practical ability, and is the ultimate goal of carrying out ideological and political education. School or society attaches great importance to the cultivation of college students' self-education ability, but the effect is not ideal. So, what problems still exist in the cultivation of college students' self-education ability? How to strengthen the cultivation of college students' self-education ability? This research adopts literature research method, system science method, logical thinking method and investigation method. Based on the summary of the current situation of the cultivation of college students' self-education ability, this paper analyzes the outstanding problems in the cultivation. Under the guidance of the theory of positive psychology, the author puts forward some countermeasures and suggestions to strengthen the cultivation of college students' self-education ability. The main conclusions of this study are as follows: first, the ability of self-education refers to the ability of individuals to successfully complete the process of self-education in order to achieve a certain educational goal, as a kind of ability. Is an open system, external forces can intervene to enhance the ability of self-education, thereby cutting into the process of self-education, improve the effect of self-education. Second, there are still many problems in the cultivation of college students' self-education ability: first, the effect of self-education ability cultivation is not ideal; second, the subjective initiative of college students in self-education ability cultivation is insufficient; third, the cultivation method and means are single; The fourth is that the theoretical basis of training work is not sufficient, and the fifth is that the external environment support system of training work is not perfect. Thirdly, positive emotion experience theory, positive personality trait theory, optimistic explanation style theory, social environment system theory and so on, which are put forward by positive psychology, provide theoretical guidance for cultivating college students' self-education ability. The increase of positive emotional experience is beneficial to enhance the subjective initiative of college students in the cultivation of self-education ability, to form optimistic explanation style, to cultivate positive self-consciousness of college students, and to form positive personality traits. It is beneficial for college students to improve and perfect themselves. In addition, the related theories of positive psychology also expand the methods of self-education ability cultivation of college students.
【學(xué)位授予單位】：西安工業(yè)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G642.0

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 李思聰;;論高校思想政治教育環(huán)境的建設(shè)[J];才智;2010年05期

2 賀春湘;;論大學(xué)生自我教育能力的缺失與培養(yǎng)[J];重慶電子工程職業(yè)學(xué)院學(xué)報(bào);2009年02期

3 周濤;;美國(guó)積極心理學(xué)的基本特征[J];湖南師范大學(xué)教育科學(xué)學(xué)報(bào);2008年06期

4 蔣蘇芹;苗元江;;心理資本-積極心理學(xué)研究[J];贛南師范學(xué)院學(xué)報(bào);2010年01期

5 熊瑛;張靜;;培養(yǎng)自我教育能力,增強(qiáng)大學(xué)生思想政治教育實(shí)效性[J];中國(guó)科教創(chuàng)新導(dǎo)刊;2008年06期

6 張蓉;崔久彩;朱婉兒;;積極心理學(xué)理論及應(yīng)用研究進(jìn)展[J];國(guó)際精神病學(xué)雜志;2009年03期

7 崔健;湯鶯;張顯東;;高校輔導(dǎo)員職業(yè)化——基于組織和個(gè)體視角的分析[J];合肥工業(yè)大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2009年01期

8 賈梅;;論大學(xué)生思想政治教育中的自我教育[J];河南商業(yè)高等�？茖W(xué)校學(xué)報(bào);2007年06期

9 袁學(xué)涌;張虹;;大學(xué)生思想政治教育中的自我教育探析[J];江西金融職工大學(xué)學(xué)報(bào);2010年04期

10 劉偉偉;惠秀;王智永;陳勛;;積極心理學(xué):大學(xué)生思想政治教育的新視角[J];教書(shū)育人;2010年18期

相關(guān)博士學(xué)位論文 前1條

1 任俊;積極心理學(xué)思想的理論研究[D];南京師范大學(xué);2006年

相關(guān)碩士學(xué)位論文 前2條

1 米坤生;高等學(xué)校社團(tuán)外部管理研究[D];華東師范大學(xué);2011年

2 任英明;高校輔導(dǎo)員隊(duì)伍職業(yè)化發(fā)展研究[D];山西大學(xué);2010年

，

本文編號(hào)：2144626