【摘要】：現(xiàn)如今,職業(yè)教育地位在慢慢改變,其重要性日益凸顯。從規(guī)模上看職業(yè)教育已占據(jù)了教育事業(yè)的半壁江山。它承擔(dān)著培養(yǎng)生產(chǎn)、管理、服務(wù)于一線的技術(shù)型、技能型人才的重任,肩負優(yōu)化勞動力資源,轉(zhuǎn)變經(jīng)濟增長方式,促進經(jīng)濟快速發(fā)展,實現(xiàn)小康社會,實現(xiàn)中華民族偉大復(fù)興的使命。德育,意在“樹人”,是教育工作的首要任務(wù),理應(yīng)成為中等職業(yè)學(xué)校培養(yǎng)人才的首要目標。然而當(dāng)前有部分中等職業(yè)學(xué)校受發(fā)展之所困,在學(xué)生道德教育方面,重視不夠,投入不足,致使學(xué)校德育的實效性難以提高,從而制約了學(xué)生的全面發(fā)展。因此,重視道德教育工作,提高道德教育地位,尋找有效途徑提高道德教育的實效性乃是中等職業(yè)學(xué)校開展德育工作的當(dāng)務(wù)之急。 情感作為道德的源頭,在個體道德形成與發(fā)展過程中起著重要作用。當(dāng)前中等職業(yè)學(xué)校德育工作,存在著重視道德認知教育,輕視道德情感教育的傾向,導(dǎo)致學(xué)生的知、情、行難以達到統(tǒng)一。道德知識是一種價值之知,中職生對道德知識的接受,是建立在情感認同的基礎(chǔ)上的。這樣他們才會投之以熱情,在實踐中遵循道德規(guī)范,踐行道德理念,少了情感的推動與維持作用,即便是有了行為的出現(xiàn),也是短暫的、難以持久的�？梢哉f情感在中職學(xué)生的品德形成過程中占據(jù)著重要地位,道德情感的培養(yǎng)在道德教育中起著重要作用。因此,中等職業(yè)學(xué)校實施情感性道德教育是提高其德育實效性的必由途徑。 本文分五個章節(jié)來討論中等職業(yè)學(xué)校情感性道德教育實施問題。第一章提出論文的研究背景、目的與意義、本文研究的思路和主要方法、對相關(guān)概念的界定與闡釋以及國內(nèi)外關(guān)于道德教育方面研究動態(tài)。第二章闡述了中等職業(yè)學(xué)校實施情感性道德教育的相關(guān)理論依據(jù),用理論指導(dǎo)實踐。第三章是通過設(shè)計問卷,實施調(diào)查,了解當(dāng)前中等職業(yè)學(xué)校學(xué)生道德現(xiàn)狀與道德教育工作現(xiàn)狀,并對相關(guān)問題進行原因分析,為中等職業(yè)學(xué)校實施情感性道德教育提供現(xiàn)實依據(jù)。第四章,針對存在的問題,分別從社會、學(xué)校、教師、家庭、學(xué)生層面探討了開展情感性道德教育的有效措施及建議。第五章,從株洲中等職業(yè)學(xué)校實施“快樂德育”取得的良好成效以及實施途徑來進一步論證中等職業(yè)學(xué)校實施情感性道德教育的可行性與必要性。
[Abstract]:Nowadays, the status of vocational education is slowly changing, its importance is increasingly prominent. In terms of scale, vocational education has occupied half of the educational undertakings. It undertakes the important task of training production, management and service for technical and skilled talents, optimizes labor resources, changes the mode of economic growth, promotes the rapid development of economy, and realizes a well-off society. The mission of realizing the great rejuvenation of the Chinese nation. Moral education, which is intended to "build people", is the primary task of education and should be the primary goal of secondary vocational schools to train talents. However, at present, some secondary vocational schools are beset by the development. In the aspect of students' moral education, they pay less attention to it and invest less in it, which makes it difficult to improve the effectiveness of moral education in schools, thus restricting the all-round development of students. Therefore, it is urgent for secondary vocational schools to pay attention to the work of moral education, improve their status and find effective ways to improve the effectiveness of moral education. Emotion, as the source of morality, plays an important role in the formation and development of individual morality. At present, moral education in secondary vocational schools has the tendency of attaching importance to moral cognition education and belittling moral and emotional education, which leads to students' knowledge, emotion and behavior difficult to achieve unity. Moral knowledge is a kind of knowledge of value, and the acceptance of moral knowledge by secondary vocational students is based on emotional identity. Only in this way will they cast their enthusiasm, follow moral norms in practice, practice moral principles, and lose the role of emotion in promoting and maintaining, even if there is behavior, it is temporary and difficult to last. It can be said that emotion plays an important role in the formation of secondary vocational school students' moral character, and the cultivation of moral emotion plays an important role in moral education. Therefore, the implementation of emotional moral education in secondary vocational schools is a necessary way to improve the effectiveness of moral education. This paper is divided into five chapters to discuss the implementation of affective moral education in secondary vocational schools. The first chapter puts forward the research background, purpose and significance of the thesis, the train of thought and main methods of this study, the definition and interpretation of related concepts and the research trends of moral education at home and abroad. The second chapter expounds the relevant theoretical basis of implementing affective moral education in secondary vocational schools, and guides the practice with theory. The third chapter is through the design questionnaire, carries out the investigation, understands the current secondary vocational school student morals present situation and the moral education work present situation, and carries on the reason analysis to the related question, To provide practical basis for the implementation of emotional moral education in secondary vocational schools. The fourth chapter discusses the effective measures and suggestions to carry out emotional moral education from the aspects of society, school, teachers, family and students in view of the existing problems. The fifth chapter, from Zhuzhou secondary vocational school implementation "happy moral education" obtains the good result as well as the implementation way further demonstrates the secondary vocational school to carry out the emotion morals education the feasibility and the necessity.
【學(xué)位授予單位】：湖南農(nóng)業(yè)大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G711

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