本文選題：生態(tài)道德教育 + 地礦類專業(yè)　； 參考：《中國地質(zhì)大學(xué)》2014年博士論文

【摘要】：生態(tài)道德是20世紀中期以來產(chǎn)生的一種新型道德,它以人與自然和諧發(fā)展為核心,它是傳統(tǒng)道德(人際道德)的拓展和擴充,是人類文明進步的象征和標志。黨的十八大提出建設(shè)社會主義生態(tài)文明,這就需要具有較高生態(tài)道德素質(zhì)的社會主義建設(shè)者和接班人。而地礦類專業(yè)大學(xué)生由于其專業(yè)特點將承擔更多的生態(tài)道德責任,因此更需要對地礦類專業(yè)大學(xué)生進行生態(tài)道德教育。論文以地礦類專業(yè)大學(xué)生生態(tài)道德教育為研究主題,試圖回答對地礦類專業(yè)大學(xué)生“為什么進行生態(tài)道德教育(意義)、教育什么(內(nèi)容)和怎么教育(途徑)”等基本問題。遵循提出問題.分析問題-解決問題的思路,采用歷史分析、文獻研究問卷調(diào)查、案例分析等研究方法,對地礦類專業(yè)大學(xué)生生態(tài)道德教育的基本理論進行了較為全面、深入、系統(tǒng)的研究,特別是構(gòu)建了教育內(nèi)容體系,嘗試挖掘了地礦專業(yè)知識和地學(xué)哲學(xué)中的生態(tài)道德教育資源,以具體課程為例,分析了如何在地礦專業(yè)課教學(xué)中滲透生態(tài)道德教育和如何在思想政治理論課教學(xué)中進行生態(tài)道德教育。論文分四部分：第一部分是第一章緒論。第一章首先論述了論文的選題緣由、研究意義。本文認為,地礦類專業(yè)大學(xué)生生態(tài)道德教育研究有兩個方面的意義：一是理論意義,論文嘗試建立了地礦類專業(yè)大學(xué)生生態(tài)道德教育的基礎(chǔ)理論,包括基本概念、重要意義、理論基礎(chǔ)、主要內(nèi)容、主要途徑等,這為大學(xué)生生態(tài)道德教育的深入、系統(tǒng)研究提供了理論素材。地礦專業(yè)教育中生態(tài)道德教育資源的挖掘,地礦專業(yè)教育中滲透生態(tài)道德教育的途徑研究,為結(jié)合專業(yè)教育開展生態(tài)道德教育提供了一種理路。二是實踐意義,地礦類專業(yè)大學(xué)生生態(tài)道德教育內(nèi)容體系、教育途徑的確定,為教育實踐提供了一定的指導(dǎo)和借鑒,尤其是通過挖掘地礦專業(yè)教育中的生態(tài)道德教育資源,尋求地礦專業(yè)教育與生態(tài)道德教育的深度融合,為生態(tài)道德教育的有效開展提供了一種實踐途徑。本章綜述了國內(nèi)外研究現(xiàn)狀、存在的不足以及研究趨勢。首先分析了國外生態(tài)道德教育現(xiàn)狀,接著從理論基礎(chǔ)(依據(jù))、基本內(nèi)涵、必要性、原則、內(nèi)容、實踐、對策和途徑等方面考察了國內(nèi)研究現(xiàn)狀,最后分析了存在的不足和研究趨勢,指出目前國內(nèi)未見對地礦類專業(yè)大學(xué)生生態(tài)道德教育的專門研究,也未見地礦專業(yè)教育中滲透生態(tài)道德教育的研究,但通過分析發(fā)現(xiàn),生態(tài)道德教育融入地礦專業(yè)教育有可能、也有必要,若得以實現(xiàn),將能切實提高地礦類專業(yè)大學(xué)生生態(tài)道德教育的實效性。本章隨后介紹了論文的研究思路、方法和創(chuàng)新點。第二部分為第二章,基本概念的界定和地礦類專業(yè)大學(xué)生生態(tài)道德教育重要意義的闡釋。本章首先對生態(tài)道德、生態(tài)道德教育和地礦類專業(yè)大學(xué)生生態(tài)道德教育的基本內(nèi)涵進行了界定。接著論述了地礦類專業(yè)大學(xué)生生態(tài)道德教育的重要意義。本文認為,對地礦類專業(yè)大學(xué)生進行生態(tài)道德教育,有五個方面的重要意義,包括應(yīng)對生態(tài)危機的客觀需要、發(fā)展社會主義道德的必然要求、推進生態(tài)文明建設(shè)的現(xiàn)實需要、大學(xué)生全面發(fā)展和職業(yè)發(fā)展的需要。第三部分是論文的主體部分。該部分在分析地礦類專業(yè)大學(xué)生生態(tài)道德教育現(xiàn)狀的基礎(chǔ)上,闡述了地礦類專業(yè)大學(xué)生生態(tài)道德教育的理論基礎(chǔ),構(gòu)建了地礦類專業(yè)大學(xué)生生態(tài)道德教育的內(nèi)容體系,探討了地礦類專業(yè)大學(xué)生生態(tài)道德教育的主要途徑,具體包括論文的第三章、第四章、第五章、第六章和第七章。第三章是地礦類專業(yè)大學(xué)生生態(tài)道德教育的現(xiàn)狀調(diào)查和分析。論文通過對七所高校、2503名地礦類專業(yè)大學(xué)生的問卷調(diào)查發(fā)現(xiàn),從整體上來看,地礦類專業(yè)大學(xué)生具有一定的生態(tài)環(huán)境意識和生態(tài)道德觀念,掌握了一定的生態(tài)環(huán)境知識,也有自覺的生態(tài)環(huán)境保護行為,渴望在大學(xué)階段接受生態(tài)道德教育,并認為地礦類專業(yè)知識中蘊含著豐富的生態(tài)道德教育資源,融入專業(yè)課、德育課中增加教育內(nèi)容、融入日常教育管理、自我教育等都是較好的教育方式。但還存在一些問題,比如生態(tài)道德意識和觀念還需加強,生態(tài)環(huán)境知識有待完善和豐富,生態(tài)道德行為還需更加自覺和知行統(tǒng)一,高校生態(tài)道德教育開展的力度不夠,地礦專業(yè)教育的生態(tài)道德教育功能未充分發(fā)揮等。接著從客觀因素和主觀因素兩個方面分析了造成這些問題的原因,客觀因素包括生態(tài)道德教育未納入高校思想政治教育體系、全員育人氛圍不濃厚、生態(tài)道德教育資源欠缺等；主觀因素包括傳統(tǒng)道德(人際道德)的影響、絕對化的人類中心主義的影響、自主學(xué)習(xí)的意識和能力有待加強等。第四章闡述了地礦類專業(yè)大學(xué)生生態(tài)道德教育的理論基礎(chǔ)。主要包括馬克思主義的生態(tài)道德思想、地學(xué)哲學(xué)中人類與地球和諧發(fā)展理論以及道德教育的基本理論。馬克思主義的生態(tài)道德思想從馬克思恩格斯生態(tài)哲學(xué)思想和中國化馬克思主義的生態(tài)道德思想兩個方面進行了闡述；地學(xué)哲學(xué)中人類與地球和諧發(fā)展理論分析了承認和尊重自然生存、自然對策、自然物質(zhì)生產(chǎn)、自然價值的相關(guān)理論和人地協(xié)調(diào)發(fā)展規(guī)律；道德教育的基本理論包括道德教育的目標、過程和途徑。第五章構(gòu)建了地礦類專業(yè)大學(xué)生生態(tài)道德教育的內(nèi)容體系。該章以第三章的現(xiàn)狀和第四章的理論為基礎(chǔ),依據(jù)地礦類專業(yè)大學(xué)生生態(tài)道德教育目標、素質(zhì)現(xiàn)狀、專業(yè)特點,遵循理論性與實踐性、全面性與專業(yè)性、整體性與層次性、穩(wěn)定性與發(fā)展性相結(jié)合的原則,構(gòu)建了地礦類專業(yè)大學(xué)生生態(tài)道德教育內(nèi)容體系,主要內(nèi)容為生態(tài)環(huán)境知識教育、生態(tài)道德觀念教育和生態(tài)道德規(guī)范教育。三方面的內(nèi)容密切聯(lián)系、相互促進,其中生態(tài)環(huán)境知識是地礦類專業(yè)大學(xué)生正確認識人與自然關(guān)系、正確認識和理解生態(tài)環(huán)境問題、理解生態(tài)道德觀念和規(guī)范、進行正確的生態(tài)道德行為選擇的知識儲備和重要前提；生態(tài)道德觀念,是地礦類專業(yè)大學(xué)生面對生態(tài)環(huán)境問題能夠進行正確的是非、善惡、榮辱的認識、判斷和評價的思想基礎(chǔ)和行動指南；生態(tài)道德規(guī)范則是在生態(tài)環(huán)境保護、改造、發(fā)展和建設(shè)的實踐中應(yīng)該遵循的行為規(guī)范和準則,它是生態(tài)環(huán)境知識和生態(tài)道德觀念的具體體現(xiàn)和落腳點。第六章是專題研究,從地礦專業(yè)知識和地學(xué)哲學(xué)兩個方面挖掘地礦專業(yè)教育中的生態(tài)道德教育資源。地礦類專業(yè)涉及專業(yè)課數(shù)十門,每門課都不同程度地蘊含有生態(tài)道德教育資源,本章選取了五個知識點進行較為深入地挖掘,即礦產(chǎn)資源不可再生性及其合理開發(fā)利用、人類與地質(zhì)環(huán)境協(xié)調(diào)發(fā)展、人類活動與地質(zhì)災(zāi)害防治、地下水污染與防治、生物與環(huán)境的協(xié)同演化。地學(xué)哲學(xué)研究的是地球科學(xué)理論與實踐中的哲學(xué)問題,論文挖掘了地學(xué)哲學(xué)中地質(zhì)運動基本規(guī)律、地學(xué)價值論、人地關(guān)系理論中的生態(tài)道德教育資源,具體為地質(zhì)系統(tǒng)律與生態(tài)整體觀教育、地質(zhì)互補律與生態(tài)道德責任觀教育、自然價值與生態(tài)價值觀教育、礦產(chǎn)價值與生態(tài)道德責權(quán)觀教育、人地關(guān)系的歷史發(fā)展脈絡(luò)與人與自然和諧發(fā)展的歷史必然性認識、人類與地球的相互作用與生態(tài)整體觀教育、人地和諧發(fā)展理論與生態(tài)道德觀教育。第七章為地礦類專業(yè)大學(xué)生生態(tài)道德教育的途徑研究。本章從教育者和被教育者兩個主體,課堂教學(xué)、日常教育管理服務(wù)、自我教育三個維度,闡述了四種教育途徑,分別為地礦類專業(yè)課教學(xué)中滲透生態(tài)道德教育、思想政治理論課教學(xué)中進行生態(tài)道德教育、日常教育管理服務(wù)中貫穿生態(tài)道德教育、自我教育中融入生態(tài)道德教育。地礦類專業(yè)課教學(xué)中滲透生態(tài)道德教育遵循適度性、恰當性、動態(tài)性、重點性原則,以《普通地質(zhì)學(xué)》為例進行了論述,強調(diào)要提高專業(yè)課教師生態(tài)道德教育的意識和能力,加強制度建設(shè)和科學(xué)評價體系建設(shè)。思想政治理論課教學(xué)中進行生態(tài)道德教育以《思想道德修養(yǎng)與法律基礎(chǔ)》為例,挖掘該門課程中現(xiàn)有的生態(tài)道德教育資源,適當擴充相關(guān)內(nèi)容,完善教學(xué)方式方法,確保教學(xué)效果。日常教育管理服務(wù)中貫穿生態(tài)道德教育包括完善規(guī)章制度,將生態(tài)道德教育要求納入其中；加強教育引導(dǎo)、增強全員參與生態(tài)道德教育的意識和能力；發(fā)揮學(xué)務(wù)指導(dǎo)老師、輔導(dǎo)員、管理服務(wù)人員等各類人員的生態(tài)道德教育功能。自我教育中融入生態(tài)道德教育從自主學(xué)習(xí)、專業(yè)實踐和社會實踐、黨團活動、網(wǎng)絡(luò)生活四個方面進行了分析和闡釋。第四部分是論文的結(jié)語,總結(jié)了論文的主要內(nèi)容、創(chuàng)新點、不足和研究展望。
[Abstract]:Ecological morality is a new type of morality produced since the mid twentieth Century. It is the core of the harmonious development of man and nature. It is the expansion and expansion of traditional morality (interpersonal morality). It is the symbol and symbol of the progress of human civilization. The eighteen Party of the party has proposed the construction of socialist ecological civilization, which requires a society with high ecological moral quality. The college students of Geology and minerals will take more ecological moral responsibility because of their professional characteristics. Therefore, it is more necessary to carry out ecological moral education to the college students of Geology and mining. The thesis takes the ecological moral education of geological and mineral majors as the research topic, and tries to answer the "why" for the college students of Geology and mining. The basic theory of Ecological Moral Education (significance), what (content) and how to educate (the way) "is carried out. The basic theory of ecological moral education for geology and mining majors is carried out by following the questions, analyzing the problems and solving the problems, using historical analysis, literature research questionnaire investigation, case analysis and so on. In particular, the educational content system is constructed, and the ecological moral education resources in geology and geology and geoscience philosophy are excavated in particular. Taking specific courses as an example, this paper analyzes how to infiltrate ecological morality education in the teaching of Geology and mineral courses and how to carry out ecological moral education in the teaching of ideological and political theory. The thesis is divided into four parts: the first part is the first chapter introduction. The first chapter first discusses the origin of the topic and the significance of the research. This article holds that the study of ecological moral education for geological and mineral majors has two aspects: first, the theoretical significance, the paper tries to establish the basic theory of ecological moral education for college students of Geology and minerals. It includes basic concepts, significance, theoretical basis, main content and main ways, which provide theoretical material for the in-depth study of ecological moral education for college students, the excavation of ecological moral education resources in the education of Geology and minerals, the approach of the infiltration of ecological moral education in the education of Geology and minerals, and the development of students in the combination of professional education. State moral education provides a rational way. Two is practical significance. The content system of ecological moral education for geological and mineral majors and the determination of the way of education provide some guidance and reference for the practice of education, especially by digging out the resources of ecological moral education in the professional education of Geology and minerals, and seeking the education of Geology and mines and the ecological moral education. The depth of integration provides a practical way for the effective development of ecological ethics education. This chapter summarizes the current situation at home and abroad, the shortcomings and the trend of research. First, it analyzes the current situation of foreign ecological ethics education, and then analyzes the basic connotation, necessity, principle, practice, countermeasures and ways of the present situation of foreign ecological ethics education. The present situation of domestic research is examined, and the shortcomings and research trends are analyzed. It is pointed out that there is no special research on ecological moral education for college students majoring in geology and mining in China, and there is no research on the infiltration of ecological morality education in geology and mineral education, but it is found that it is possible to integrate raw moral education into geology and mineral education. In this chapter, the second part is the second chapter, the definition of the basic concept and the interpretation of the significance of the ecological moral education for the college students of Geology and minerals. The basic connotation of ecological morality education for college students majoring in geology and mines is defined. Then the important significance of ecological moral education for college students of Geology and minerals is discussed. It is believed that the ecological moral education for college students of Geology and minerals is of five important significance, including the guests to cope with the ecological crisis. The third part is the main part of the thesis. On the basis of the analysis of the present situation of the ecological moral education of the geological and mineral majors, this part expounds the ecological morality of the college students majoring in geology and mining. On the basis of the theory of education, the content system of ecological moral education for college students majoring in geology and mining is constructed, and the main ways of ecological moral education for college students of Geology and minerals are discussed, including third chapters, fourth chapters, fifth chapters, sixth chapters and seventh chapters. The third chapter is the investigation of the status quo of ecological moral education for college students of Geology and mining. Through the questionnaire survey of 2503 college students in seven colleges and universities, the paper found that, on the whole, the college students of Geology and mining have certain ecological environment consciousness and ecological moral concept, have mastered certain ecological environment knowledge, and have a self-conscious environmental protection behavior, and are eager to accept the ecological environment at the university stage. Moral education contains rich ecological and moral education resources, integrating into professional courses, adding educational content in the course of moral education, integrating daily education management and self education is a better way of education. However, there are still some problems, such as ecological moral consciousness and concept need to be strengthened, and ecological environment knowledge needs to be solved. Perfect and rich, ecological moral behavior needs to be more conscious and unifying, the strength of ecological moral education in Colleges and universities is not enough, and the ecological moral education function of Geology and mineral education is not fully played. Then the reasons are analyzed from two aspects of objective factors and subjective factors, and the objective factors include ecological moral education. The system of Ideological and political education in Colleges and universities is not included, the atmosphere of full education is not strong and the resources of ecological moral education are lacking. The subjective factors include the influence of traditional morality (interpersonal morality), the influence of absolute anthropocentrism, the consciousness and ability of autonomous learning to be strengthened. The fourth chapter expounds the ecological morality of the college students of Geology and mining specialties. The theoretical basis of education includes the ecological morality of Marx, the theory of the harmonious development of human and the earth in Geoscience and the basic theory of moral education. The ecological moral thought of Marx is carried out from the two aspects of Marx Engels's ecological philosophy thought and the ecological moral thought of Chinese Marx's main meaning. The theory of the harmonious development of human and earth in the philosophy of geoscience analyzes the recognition and respect of natural existence, natural countermeasures, natural material production, the related theory of natural value and the coordinated development law of human and land; the basic theory of moral education includes the goal, process and way of moral education. The fifth chapter constructs the students majoring in geology and mining. Based on the present situation of the third chapters and the theory of the fourth chapters, this chapter is based on the objectives of ecological moral education for college students majoring in geology and mines, the status quo, the professional characteristics, the principles of theory and practice, the comprehensive and professional, the integrity and the hierarchy, the combination of stability and development, and the construction of the mine. The content system of ecological moral education for college students is mainly composed of ecological environment knowledge education, ecological moral concept education and ecological moral standard education. The content of the three aspects is closely related and promotes each other. The ecological environment knowledge is the geological and mineral professional college students are recognizing the relationship between human and nature, and correctly understanding and understanding the ecological ring. Environmental problems, understanding the concept and norms of ecological ethics, and carrying out the correct knowledge reserve and important premise for the choice of ecological moral behavior; the ecological moral concept is the ideological basis and action guide for the students of geological and mineral majors to be correct in the face of ecological environment problems, the understanding of good and evil, honor and disgrace, judgment and evaluation, and the ecological morality. The standard is the behavior norm and criterion which should be followed in the practice of ecological environment protection, transformation, development and construction. It is the concrete embodiment and foothold of the ecological environment knowledge and ecological morality. The sixth chapter is a special study, and excavate the ecological moral education in the geology and mining specialty education from two aspects of Geology and geology and geoscience philosophy. Resources. Geology and mineral majors involve dozens of professional courses, each of which contains ecological moral education resources in varying degrees. This chapter selects five knowledge points to dig deeper, that is, the non renewable and rational exploitation and utilization of mineral resources, the coordinated development of human and geological environment, the prevention and control of human activities and geological disasters, and groundwater. The study of geoscience is the philosophical problem in the theory and practice of earth science. The paper excavates the basic law of geological movement, the theory of Geoscience and the ecological moral education resources in the theory of human land relationship, which is specific to the geological system law and the ecological entirety education, and the geological complement is complementary to the geology. The law and ecological moral responsibility view education, the education of natural value and ecological values, the education of mineral value and the view of ecological morality, the historical development of human land relationship and the historical inevitability of the harmonious development of man and nature, the interaction of human and the earth and the education of ecological integrity, the theory of harmonious development of man and land and the teaching of Ecological Morality The seventh chapter is the study on the way of ecological moral education for college students of Geology and mining. This chapter expounds the four ways of education from the two main bodies of the educators and the educator, the classroom teaching, the daily education management service and the self education, which include the infiltration of ecological morality education and the teaching of Ideological and political theory in the teaching of Geology and mining. The ecological moral education is carried out in the course of daily education management and the ecological moral education is integrated into the self-education. The permeation of ecological morality education in the teaching of Geology and mineral classes follows the principle of moderation, appropriateness, dynamics and key. It is discussed with the general geology as an example, emphasizing the improvement of the teachers' students. In the course of Ideological and political theory, the ecological moral education in the course of Ideological and political theory takes "Ideological and moral cultivation and the legal basis" as an example to excavate the existing ecological moral education resources in the course, expand the relevant content properly, improve the teaching methods and methods, and ensure the teaching efficiency. The ecological moral education in the daily education management service includes perfecting the rules and regulations, bringing the requirements of the ecological moral education into it, strengthening the guidance of the education, strengthening the consciousness and ability of all the members to participate in the ecological moral education, and giving full play to the ecological moral education functions of all kinds of personnel, such as the instructors, counselors, and service personnel. In my education, the education of ecological ethics has been analyzed and explained from four aspects: autonomous learning, professional practice and social practice, Party group activities and network life. The fourth part is the conclusion of the paper, and summarizes the main contents of the paper, innovation, deficiency and research prospects.
【學(xué)位授予單位】：中國地質(zhì)大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2014
【分類號】：G641

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