本文關(guān)鍵詞：中職學(xué)校學(xué)生德育典型教育的改革研究　出處：《廣東技術(shù)師范學(xué)院》2014年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 中職學(xué)校 典型教育 德育 評(píng)價(jià)

【摘要】：中職學(xué)校學(xué)生的典型教育，就要從中職學(xué)生實(shí)際出發(fā)，依據(jù)職業(yè)教育的培養(yǎng)目標(biāo)和人才培養(yǎng)規(guī)格，著眼于培養(yǎng)學(xué)生對(duì)公民意識(shí)與文化、職業(yè)技能的高尚情感、積極態(tài)度、正確的價(jià)值觀，以學(xué)校、家庭、企業(yè)和社區(qū)的德育教育為主線，以學(xué)生的終身發(fā)展為落腳點(diǎn)，對(duì)學(xué)生的德育教育水平作出靈活性的改進(jìn)。 本課題研究依據(jù)典型教育法的基本理論認(rèn)識(shí)，從方法共識(shí)性角度詳盡地闡述了在學(xué)校、家庭、企業(yè)和社會(huì)中如何選擇典型、樹(shù)立典型、宣傳典型和學(xué)習(xí)典型。在分析典型教育在當(dāng)今中職學(xué)校運(yùn)作過(guò)程中環(huán)節(jié)和要素所存在的詬病，，提出了較為具體的有一定實(shí)際操作的策略。對(duì)今后增強(qiáng)中職學(xué)校學(xué)生的典型教育的實(shí)效性提高有一定的實(shí)踐指導(dǎo)意義。 在中職學(xué)校德育教育方法中，突出正面典型教育的示范、引導(dǎo)、激勵(lì)等功能和反面典型的警示、威懾、勸阻作用；通過(guò)四方結(jié)合的典型教育，將典型教育引入了家庭、引進(jìn)了企業(yè)、走向了社會(huì)；通過(guò)教育者的主觀調(diào)控，及時(shí)發(fā)現(xiàn)學(xué)生身上積極向上的因素或者偶爾擦亮的“向善的火花”，悉心呵護(hù)學(xué)生進(jìn)步的火苗，促使這星星之火形成燎原態(tài)勢(shì)，使典型教育從偶然轉(zhuǎn)向主動(dòng)和必然；建立動(dòng)態(tài)、活性的典型教育新的評(píng)價(jià)體系。學(xué)生的自我評(píng)價(jià)、學(xué)生之間的互評(píng)、師生之間的互評(píng)、家長(zhǎng)的評(píng)價(jià)、企業(yè)管理者的評(píng)價(jià)和村居領(lǐng)導(dǎo)的評(píng)價(jià)結(jié)合起來(lái)，注重學(xué)生在評(píng)價(jià)中的主體地位。將學(xué)生由被評(píng)價(jià)對(duì)象轉(zhuǎn)變?yōu)樵u(píng)價(jià)的參與者、從而更好的推動(dòng)自我教育、自我反省、自我發(fā)展。典型評(píng)價(jià)主張過(guò)程評(píng)價(jià)和結(jié)果評(píng)價(jià)相結(jié)合，注重評(píng)價(jià)的動(dòng)態(tài)化，著眼于學(xué)生的品行向善、向好的方面去評(píng)價(jià)。 四方結(jié)合調(diào)控典型教育側(cè)重于對(duì)中職學(xué)校學(xué)生的心理教育和個(gè)性培養(yǎng)的研究，有關(guān)理論適時(shí)順勢(shì)，應(yīng)用到實(shí)踐當(dāng)中，不但對(duì)提高中職學(xué)校學(xué)生心理健康水平和道德水平的提高，而且對(duì)所有未成年人的教育和影響都有重要的現(xiàn)實(shí)意義。
[Abstract]:The typical education of students in secondary vocational schools should start from the reality of secondary vocational students, according to the training goals of vocational education and talent training specifications, focusing on the cultivation of students' sense of citizenship and culture, vocational skills noble feelings. Positive attitude, correct values, taking the moral education of school, family, enterprise and community as the main line, and taking the lifelong development of students as the foothold, can improve the students' level of moral education flexibly. Based on the basic theoretical understanding of the typical education method, this study elaborates in detail how to select and establish a typical model in school, family, enterprise and society from the perspective of method consensus. In the analysis of typical education in the process of operation of secondary vocational schools in the process of links and elements of criticism. Some practical strategies are put forward, which will be helpful to improve the effectiveness of typical education in secondary vocational schools in the future. In the method of moral education in secondary vocational schools, the functions of positive typical education, such as demonstration, guidance and encouragement, and typical warning, deterrence and dissuasion are emphasized. Through the typical education combined with the four directions, the typical education is introduced into the family, the enterprise and the society. Through the subjective control of educators, timely discovery of positive factors on the students or occasionally polished "sparks of good", take good care of the flames of progress of students, so as to promote this spark to form a prairie fire. To change the typical education from accident to initiative and necessity; Establish a dynamic, dynamic and typical new evaluation system of education. Students' self-evaluation, students' mutual evaluation, teachers' and students' evaluation, parents' evaluation, enterprise manager's evaluation and village leader's evaluation are combined. Focus on the main position of students in the evaluation. The students will be changed from the object of evaluation to the participants of evaluation, so as to better promote self-education, self-reflection. Self-development. The typical evaluation advocates the combination of process evaluation and result evaluation, pays attention to the dynamic evaluation, focuses on the students' good behavior, and evaluates the good aspects. Combined with the regulation and control of typical education focus on the secondary vocational school students' psychological education and personality development research, relevant theory timely homeostasis, applied to practice. Not only to improve the level of mental health and moral level of secondary vocational school students, but also to the education and impact of all minors have important practical significance.
【學(xué)位授予單位】：廣東技術(shù)師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：G711

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