本文選題：高職院校 + 德育課程�。� 參考：《南昌大學(xué)》2012年碩士論文

【摘要】：高職院校的德育課程目標(biāo)、課程內(nèi)容和課程實(shí)施方面都與傳統(tǒng)意義上的高校存在著很大的區(qū)別,面對高職學(xué)生對職業(yè)道德教育和德育實(shí)踐的需求,如何提升高職學(xué)生的職業(yè)道德水平和德育實(shí)踐智慧,是高職院校德育過程中迫切需要解決的問題。 本研究以傳統(tǒng)意義上高校德育課程作為邏輯起點(diǎn),通過對傳統(tǒng)意義上高校和高職院校的德育特點(diǎn)進(jìn)行比較,得出了兩者起源不同、使命責(zé)任各異,同時(shí)兩者在德育內(nèi)容結(jié)構(gòu)方面存在差異、德育培養(yǎng)方式有所不同,因此有必要將高職院校的德育從高校德育中分離出來,開發(fā)具有高職特色的德育課程。 高職院校德育課程目標(biāo)的開發(fā)在遵循融合職業(yè)性和注重德育實(shí)踐的目標(biāo)取向的基礎(chǔ)上,從高職院校健康持續(xù)發(fā)展的需要、企業(yè)對高素質(zhì)人才的需求及高職學(xué)生自我發(fā)展的要求的角度出發(fā),闡述了高職院校德育課程的目標(biāo)設(shè)計(jì)應(yīng)該注重德育實(shí)踐知識與德育智慧兼顧、德育實(shí)踐反思與職業(yè)道德素質(zhì)發(fā)展共融。 同時(shí),以高職院校德育課程目標(biāo)為指引,對高職院校德育課程的選擇與組織進(jìn)行了探討,提出德育課程內(nèi)容的選擇要以思想政治教育為基礎(chǔ),面向職場生活,同時(shí)也要考慮到高職院校的德育教育特點(diǎn)；高職院校德育課程內(nèi)容的組織則以職業(yè)生涯規(guī)劃發(fā)展為課程導(dǎo)向,以職業(yè)道德教育為主要內(nèi)容,增強(qiáng)德育實(shí)踐課程。此外,在高職院校德育課程實(shí)施的操作層面上,對德育課程實(shí)施的組織形式與德育模式進(jìn)行了探討,提出實(shí)施多樣化的德育途徑以培養(yǎng)高職學(xué)生的職業(yè)道德素養(yǎng),引導(dǎo)有效的德育實(shí)踐以營造開放的實(shí)踐氛圍,并構(gòu)架了德育體驗(yàn)、行動(dòng)德育及校企合作三種德育課程實(shí)施模式,借助學(xué)校加強(qiáng)職業(yè)指導(dǎo)、工學(xué)結(jié)合的德育實(shí)踐和與企業(yè)文化進(jìn)行融合的德育實(shí)施途徑來完成高職院校德育課程的實(shí)施。 最后,一個(gè)完整的高職院校德育課程開發(fā)過程還需要對課程進(jìn)行評價(jià),德育課程評價(jià)取向應(yīng)該遵循以就業(yè)能力為導(dǎo)向的取向、人本性課程評價(jià)的取向及發(fā)展性德育課程評價(jià)的取向,同時(shí)按照德育課程目標(biāo)評價(jià)、德育課程內(nèi)容評價(jià)、德育實(shí)施效果評價(jià)這一過程來進(jìn)行評價(jià)。
[Abstract]:The goal, content and implementation of moral education in higher vocational colleges are very different from those in traditional colleges and universities. In the face of the demand of vocational college students for professional ethics education and moral education practice, How to improve the professional ethics of vocational college students and practical wisdom of moral education is an urgent problem to be solved in the process of moral education in higher vocational colleges. This research takes the moral education course in the traditional sense as the logical starting point, through the comparison of the moral education characteristics of the traditional sense between the university and the higher vocational college, it is concluded that the origin of the two is different, and the mission responsibility is different. At the same time, there are differences in the content structure of moral education between them, and the way of moral education cultivation is different, so it is necessary to separate moral education from moral education in higher vocational colleges and develop the moral education curriculum with higher vocational characteristics. The development of moral education curriculum objectives in higher vocational colleges is based on the goal orientation of integrating professional nature and paying attention to the practice of moral education, and from the needs of healthy and sustainable development of higher vocational colleges, From the point of view of the demand for high-quality talents and the self-development of higher vocational students, this paper expounds that the objective design of moral education curriculum in higher vocational colleges should pay attention to both practical knowledge and wisdom of moral education. Reflection on the practice of moral education and the development of professional ethics. At the same time, guided by the goal of moral education course in higher vocational colleges, this paper probes into the choice and organization of moral education curriculum in higher vocational colleges, and points out that the selection of moral education curriculum content should be based on ideological and political education and oriented towards workplace life. At the same time, the characteristics of moral education in higher vocational colleges should be taken into account, and the organization of moral education curriculum content in higher vocational colleges should be guided by career planning and development, and the moral education should be taken as the main content to strengthen the practical courses of moral education. In addition, on the operational level of moral education curriculum implementation in higher vocational colleges, this paper probes into the organizational form and moral education mode of moral education curriculum implementation, and puts forward a variety of moral education ways to cultivate the professional ethics literacy of vocational college students. To guide the effective practice of moral education in order to create an open atmosphere of practice, and to frame the moral education experience, action moral education and school-enterprise cooperation three moral education curriculum implementation models, with the help of schools to strengthen vocational guidance, The practice of combining work with learning and the way of implementing moral education combined with corporate culture to complete the implementation of moral education course in higher vocational colleges. Finally, a complete curriculum development process of moral education in higher vocational colleges also needs to evaluate the curriculum. The evaluation orientation of moral education curriculum should follow the orientation of employment-oriented. The orientation of human nature curriculum evaluation and the developmental moral education curriculum evaluation are evaluated according to the process of moral education curriculum objective evaluation, moral education curriculum content evaluation and moral education implementation effect evaluation.
【學(xué)位授予單位】：南昌大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G712.3

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