【摘要】：如何增強(qiáng)職業(yè)學(xué)校德育工作的針對(duì)性和實(shí)效性，一直是困擾廣大德育工作者的一個(gè)難題。2004年，筆者在借鑒普通教育的有關(guān)德育實(shí)踐經(jīng)驗(yàn)的基礎(chǔ)上，在所在學(xué)校開展了“反復(fù)誦讀”德育實(shí)驗(yàn)，收到良好效果。其核心價(jià)值在于通過(guò)“誦讀”影響學(xué)生的信念，進(jìn)而影響學(xué)生行為。這一實(shí)踐表明：通過(guò)培育學(xué)生的良好信念進(jìn)而促進(jìn)其良好態(tài)度和行為習(xí)慣的養(yǎng)成，對(duì)提高中職德育工作的效果和效率有明顯的作用。 美國(guó)心理學(xué)家阿爾伯特·艾利斯(Albert Ellis，1913-2007)認(rèn)為：人的情緒不是由某一誘發(fā)性事件的本身所引起，而是由經(jīng)歷了這一事件的人對(duì)這一事件的解釋和評(píng)價(jià)所引起的。這就是ABC理論的基本觀點(diǎn)。本文將ABC理論由心理健康領(lǐng)域引申擴(kuò)展到整個(gè)德育領(lǐng)域。結(jié)合中職德育實(shí)際，運(yùn)用文獻(xiàn)研究法、調(diào)查研究法、行動(dòng)研究法等，對(duì)學(xué)生信念與行為的關(guān)系進(jìn)行了研究。研究認(rèn)為：培育良好信念是中職德育的關(guān)鍵環(huán)節(jié)；創(chuàng)設(shè)適宜的道德環(huán)境、改善學(xué)生的心智模式，通過(guò)學(xué)科德育課程、活動(dòng)德育課程、隱性德育課程的共同作用，才能有效培育學(xué)生的良好信念。 論文主體由以下五部分構(gòu)成：緒論部分介紹了研究的緣起、目的、意義、內(nèi)容與方法。第二部分是信念概述，闡述了信念含義、功能，對(duì)照德育大綱系統(tǒng)梳理了中職學(xué)生信念培育目標(biāo)，對(duì)中職學(xué)生信念現(xiàn)狀進(jìn)行了調(diào)查分析。第三部分是信念培育的理論基礎(chǔ)，闡述了馬克思主義、王陽(yáng)明的知行學(xué)說(shuō)等哲學(xué)理論，杜威的道德教育思想、陶行知的生活教育理論、建構(gòu)主義理論等教育學(xué)理論，理性情緒行為療法、貝克認(rèn)知療法、自我控制等心理學(xué)理論對(duì)信念的論述及啟示。第四部分是信念培育的主要途徑，首先介紹信念形成的程式，提出“信念是在實(shí)踐中自主建構(gòu)的”，經(jīng)過(guò)“行動(dòng)→初步觀念→再行動(dòng)→評(píng)價(jià)反思→強(qiáng)化觀念→形成信念→新的行動(dòng)”這樣一個(gè)循環(huán)往復(fù)的過(guò)程；其次，論述信念培育的主要途徑，提出了在一定價(jià)值環(huán)境下，，通過(guò)學(xué)科德育課程、活動(dòng)德育課程、隱性德育課程相輔相成、共同培育良好信念基本模式；第五部分介紹了本選題研究中存在的問(wèn)題及對(duì)未來(lái)研究的展望。
[Abstract]:How to enhance the pertinence and effectiveness of moral education in vocational schools has always been a difficult problem for moral education workers. In 2004, on the basis of drawing lessons from the practical experience of moral education in general education, the author carried out the experiment of "repeated reading" moral education in his school, and achieved good results. Its core value is to influence students' beliefs through reading, and then affect students' behavior. This practice shows that it plays an obvious role in improving the effect and efficiency of moral education in secondary vocational schools by cultivating students' good beliefs and promoting the cultivation of their good attitudes and behavior habits. Albert Ellis (Albert Ellis,1913-2007), an American psychologist, believes that human emotion is not caused by a induced event itself, but by the interpretation and evaluation of the event by those who have experienced it. This is the basic point of view of ABC theory. In this paper, ABC theory is extended from the field of mental health to the whole field of moral education. Combined with the reality of moral education in secondary vocational school, the relationship between students' belief and behavior is studied by using the methods of literature research, investigation and research, action research and so on. It is considered that cultivating good beliefs is the key link of moral education in secondary vocational schools, creating a suitable moral environment, improving students' mental model, and cultivating students' good beliefs effectively through the joint action of subject moral education curriculum, active moral education curriculum and hidden moral education curriculum. The main body of the paper is composed of the following five parts: the introduction part introduces the origin, purpose, significance, content and method of the study. The second part is the summary of belief, which expounds the meaning and function of belief, combs the cultivation goal of secondary vocational school students' belief according to the moral education outline system, and makes an investigation and analysis on the present situation of secondary vocational school students' belief. The third part is the theoretical basis of belief cultivation, which expounds the philosophical theories such as Marxism, Wang Yangming's theory of knowledge and practice, Dewey's moral education thought, Tao Xingzhi's life education theory, constructivism theory and other pedagogical theories, rational emotional behavior therapy, Baker cognitive therapy, self-control and other psychological theories. The fourth part is the main way to cultivate belief. First of all, it introduces the formula of belief formation, puts forward a cyclic process of "belief is constructed independently in practice", and through "action preliminary concept and action evaluation and reflection on strengthening the concept and forming the new action of belief". Secondly, it discusses the main ways to cultivate belief, and puts forward the basic mode of cultivating good belief through subject moral education curriculum, activity moral education curriculum and hidden moral education curriculum under a certain value environment. The fifth part introduces the problems existing in this topic research and the prospect of future research.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G718.3

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