本文選題：殘疾大學(xué)生 + 人格教育��； 參考：《東北師范大學(xué)》2016年博士論文

【摘要】：為社會(huì)制造完美的人格是教育的目標(biāo)之一。殘疾大學(xué)生是高校大學(xué)生的有機(jī)組成部分,涵括于高校大學(xué)生思想政治教育中的殘疾大學(xué)生的人格教育是思想政治教育不可或缺的領(lǐng)域。從發(fā)展的意義上,高等特殊教育在國(guó)家整體高等教育格局中仍然處于弱勢(shì)地位,是一個(gè)薄弱環(huán)節(jié)。從思想政治教育的角度審視,盡管近年來(lái)在高等特殊教育中引入了道德教育、心理教育以及國(guó)際融合教育等理念和內(nèi)容,但是,殘疾大學(xué)生的思想政治教育效果并不盡如人意,尤其是事關(guān)殘疾大學(xué)生精神成長(zhǎng)和精神健全的人格教育還沒(méi)有得到應(yīng)有的重視。毫無(wú)疑問(wèn),殘疾大學(xué)生精神是否能夠真正挺立和健全,關(guān)涉到他們能否實(shí)現(xiàn)平等參與社會(huì)生活。因此,思想政治教育學(xué)科理論研究必須關(guān)注和加強(qiáng)殘疾大學(xué)生人格教育的研究。問(wèn)題的形成和提出是人的認(rèn)識(shí)實(shí)現(xiàn)新飛躍的開(kāi)始。本文是以殘疾大學(xué)生人格教育為研究主題,旨在對(duì)殘疾大學(xué)生人格障礙形成的社會(huì)文化背景、研究基點(diǎn)、問(wèn)題及成因、理論資源、內(nèi)容建構(gòu)、實(shí)現(xiàn)路徑等做全方位的梳理與深度挖掘。并以馬克思主義理論立場(chǎng)和思想政治教育視域?qū)﹂_(kāi)展殘疾大學(xué)生人格教育的理論資源進(jìn)行評(píng)析和借鑒,以厘清這些理論資源與馬克思主義教育理論的相通相融之處,省察其存在的局限與不足,闡明以馬克思主義理論為基礎(chǔ)指導(dǎo)殘疾大學(xué)生人格教育的內(nèi)容和方法建構(gòu)。以為探討高校思想政治教育新領(lǐng)域、新人群的特殊問(wèn)題提供新的理論向度。全文共由五章構(gòu)成。第一章,殘疾文化的社會(huì)歧視取向與殘疾人的人格教育。殘疾人的人格問(wèn)題本質(zhì)上是社會(huì)問(wèn)題。社會(huì)文化賦予某類(lèi)群體以社會(huì)身份和標(biāo)示之“格”,人們又根據(jù)社會(huì)身份賦予某人以待遇。殘疾人所遭受的社會(huì)歧視、污名及引發(fā)的被隔離、被剝奪生存境遇導(dǎo)致了這一群體人格發(fā)展的問(wèn)題。殘疾人是作為弱勢(shì)群體“出場(chǎng)”的,主要表現(xiàn)為社會(huì)對(duì)其自覺(jué)或不自覺(jué)的排斥與歧視。殘疾人的人格教育既是面向健康人的,也是面向殘疾人的；既要解決社會(huì)歧視問(wèn)題,也要解決殘疾人的精神挺立問(wèn)題,就是要協(xié)調(diào)個(gè)體人格與社會(huì)人格的內(nèi)在統(tǒng)一以提升個(gè)體的社會(huì)適應(yīng)能力和自我調(diào)節(jié)能力。第二章,殘疾大學(xué)生的人格特質(zhì)、問(wèn)題及成因分析。殘疾大學(xué)生群體主要是指因身體殘障并正在接受高等特殊教育的學(xué)生群體。殘疾大學(xué)生的人格特質(zhì)與普通大學(xué)生相比較,具有政治人格發(fā)展不完善、心理發(fā)展不平衡、人格發(fā)展不健全、不和諧的特點(diǎn),主要是社會(huì)適應(yīng)性弱。從歷史唯物主義角度分析,社會(huì)存在決定社會(huì)意識(shí),殘疾大學(xué)生人格問(wèn)題主要是社會(huì)文化歧視的環(huán)境、生活困境、教育不公平等社會(huì)原因?qū)е?殘疾人被邊緣化和污名化與他們?nèi)鮿?shì)的社會(huì)地位、社會(huì)資源的剝奪具有內(nèi)在一致性,同時(shí)也強(qiáng)化了他們的自卑感以及對(duì)不平等現(xiàn)狀的消極認(rèn)同。而自身生理缺陷造成殘疾大學(xué)生心理問(wèn)題,弱化殘疾大學(xué)生社會(huì)適應(yīng)能力問(wèn)題,以及影響殘疾大學(xué)生政治素質(zhì)的提高問(wèn)題。第三章,開(kāi)展殘疾大學(xué)生人格教育的理論資源及基本原則。殘疾大學(xué)生人格特質(zhì)的復(fù)雜性決定了開(kāi)展殘疾大學(xué)生人格教育的艱難性,迫切需要理論的導(dǎo)引。對(duì)殘疾大學(xué)生人格教育也要努力挖掘與馬克思主義有非親緣關(guān)系的人格心理學(xué)、特殊教育學(xué)、哲學(xué)等思想資源,以豐富我們的思想,實(shí)現(xiàn)其中國(guó)價(jià)值。而以馬克思主義的理論立場(chǎng)和思維方式看,殘疾大學(xué)生的人格障礙是我們展開(kāi)教育的特殊“學(xué)情”和客觀實(shí)際,解決殘疾大學(xué)生的人格障礙問(wèn)題的本質(zhì)是推進(jìn)其社會(huì)化。為此,應(yīng)堅(jiān)持多維化原則、融合教育與協(xié)同教育相結(jié)合原則、社會(huì)化與個(gè)體化相統(tǒng)一原則以及正面導(dǎo)向原則。第四章,殘疾大學(xué)生人格教育的內(nèi)容建構(gòu)。殘疾大學(xué)生人格教育的內(nèi)容應(yīng)在增強(qiáng)殘疾大學(xué)生的自信心、社會(huì)融入能力、人格獨(dú)立意識(shí)、生命教育、價(jià)值觀教育和人道主義教育方面著手。從基本內(nèi)容上看,人格教育由內(nèi)向外依次包括個(gè)體的自我意識(shí)教育、情感意志與思維方式教育,包括世界觀、價(jià)值觀、人生觀教育和行為活動(dòng)能力教育。自我意識(shí)主體性的生成是殘疾大學(xué)生人格教育的核心變量。獨(dú)立性、自主性和自信心是人格教育的基本指向。第五章,殘疾大學(xué)生人格教育的主要策略。殘疾大學(xué)生人格教育必須找到對(duì)殘疾大學(xué)生進(jìn)行人格教育的針對(duì)性策略。殘疾大學(xué)生人格教育對(duì)象應(yīng)進(jìn)一步擴(kuò)大化,普通的社會(huì)人也應(yīng)該被納入到殘疾人格教育中來(lái),通過(guò)改變他們對(duì)待殘疾人的觀念和行為方式推進(jìn)殘疾大學(xué)生更好地融入社會(huì)。總之,加強(qiáng)和改進(jìn)殘疾大學(xué)生人格教育是思想政治教育學(xué)科理論與實(shí)踐的系統(tǒng)工程,要做些基礎(chǔ)性的理論研究工作,也要關(guān)照到操作性的實(shí)踐策略,尤其要注意把殘疾大學(xué)生教育和研究放到整個(gè)宏觀的社會(huì)文化背景中去考量。隨著思想政治教育日益注重入文關(guān)懷,日益提升思想政治教育的質(zhì)量,殘疾大學(xué)生人格教育必將在思想政治教育學(xué)科理論和實(shí)踐領(lǐng)域引起重視和關(guān)注。我們也期望本文關(guān)于殘疾大學(xué)生人格教育的初步的系統(tǒng)研究,能夠助益于相關(guān)殘疾大學(xué)生人格教育的理論與實(shí)踐發(fā)展,以對(duì)現(xiàn)實(shí)中的殘疾大學(xué)生人格教育的培養(yǎng)工作提供借鑒。
[Abstract]:Making a perfect personality for the society is one of the goals of education. The disabled college students are an organic part of college students. The personality education of the disabled students in the ideological and political education of college students is an indispensable field of Ideological and political education. In the sense of development, the higher special education is in the whole higher education in the country. The situation is still in a weak position. It is a weak link. From the perspective of Ideological and political education, although the concepts and contents of moral education, psychological education and international integration education have been introduced in recent years, the effect of Ideological and political education for disabled students is not satisfactory, especially in the case of disability. There is no doubt that the personality education of College Students' spiritual growth and mental health has not been paid much attention to. There is no doubt whether the spirit of the disabled students can be really upright and sound, and whether they can achieve the equal participation in social life. Therefore, the theoretical research of Ideological and political education must pay attention to and strengthen the research on the personality education of disabled students. The formation and presentation of the problem is the beginning of the realization of a new leap in human cognition. This article is based on the subject of personality education for disabled students. It aims at the social and cultural background of the formation of disabled students' personality disorder, research base points, problems and causes, theoretical resources, content construction, and the realization of the path and so on. In the view of Marx's theory and ideological and political education, the theoretical resources of personality education for disabled students are evaluated and used for reference, in order to clarify the integration of these theoretical resources and Marx's educational theory, to observe the limitations and shortcomings of their existence, and to clarify the great disability based on the theory of Marx doctrine. The contents and methods of the students' personality education are constructed. The new field of Ideological and political education in universities and the special problems of the new crowd are provided. The full text is composed of five chapters. The first chapter, the social discrimination orientation of the disabled culture and the personality education of the disabled. The problem of the disabled is essentially a social problem. Given the social identity and the marked "grid" for a certain group, people are given the treatment according to their social identity. The social discrimination, stigma and isolation caused by the disabled have led to the problem of the development of the personality of the group. The disabled are the "appearance" of the weak groups, mainly as social pairs. The personality education of the disabled is not only for the healthy people but also for the disabled. It is not only to solve the problem of social discrimination, but also to solve the problem of the mental erect of the disabled. It is necessary to coordinate the internal unity of individual personality and social personality so as to improve the individual's social adaptability and self-regulation. The second chapter, the personality traits, problems and causes of disabled students. The group of disabled students mainly refers to the students who are physically handicapped and are receiving higher special education. The personality traits of the disabled students are compared with those of the ordinary college students, with the development of the political personality imperfect, the psychological development imbalanced and the personality development unhealthy. From the perspective of historical materialism, social existence determines social awareness, and the personality problems of disabled students are mainly social and cultural discrimination environment, life dilemma, education unfairness and other social reasons, the disabled are marginalized and stigmatized and their social status, social status, social status, society The deprivation of the resources has inherent consistency, at the same time, it also strengthens their inferiority complex and negative identity to the unequal status. And the psychological problems of the disabled students are caused by their own physiological defects, the problems of the social adaptation ability of the disabled students and the improvement of the political quality of the disabled students. The third chapter is to carry out the great disability. The theoretical resources and basic principles of the personality education of the students. The complexity of the personality traits of the disabled students determines the difficulty of carrying out the personality education of the disabled students, and it is urgent to guide the theory. The personality psychology of the disabled students should be also made hard to dig out the personality psychology, special education and philosophy which are unrelated to Marx's theory. Ideological resources can enrich our thought and realize its value in China. With the theory of Marx's theory and the way of thinking, the personality barrier of disabled students is the special "learning situation" and objective reality of our education. The essence of solving the problem of personality disorder of disabled students is to promote its socialization. Therefore, we should insist on multidimensional. The principle of integration, the integration of education and collaborative education, the principle of socialization and individualization and the principle of positive guidance. The fourth chapter, the content construction of the personality education for disabled students. The content of the personality education for disabled students should be to enhance the self-confidence of the disabled students, social integration, independent personality, life education, and price. From the basic content, the personality education from the inside to the outside includes the individual self consciousness education, the emotional will and the way of thinking education, including the world outlook, the values, the outlook on life education and the behavior ability education. The formation of the self consciousness subjectivity is the personality education of the disabled students. The core variables. Independence, independence and self-confidence are the basic points of personality education. The fifth chapter is the main strategy of personality education for disabled students. The personality education of disabled students must find the targeted strategies for the personality education of disabled students. The object of personality education for disabled students should be further expanded, and the ordinary social people should also be used. It should be brought into the education of the disabled personality, and promote the disabled students to be better integrated into the society by changing their attitudes and ways of dealing with the disabled. In a word, strengthening and improving the personality education of disabled students is a systematic project of the theory and practice of the subject of Ideological and political education. According to the practical strategy, we should pay attention to the education and research of disabled students in the whole macro social and cultural background. As the ideological and political education pays more attention to the concern of the entry and the quality of the ideological and political education, the personality education of the disabled students will be guided by the theory and practice of the subject of Ideological and political education. We also expect a preliminary and systematic study of the personality education of disabled students in this article, which can help the development of the theory and practice of the personality education of the disabled students, so as to provide a reference for the training of the personality education for disabled students in the reality.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：G641;D669.69
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本文編號(hào)：2010530