【摘要】：思想政治教育者在思想政治教育活動中地位顯著,其素質(zhì)高低與否不僅影響著思想政治教育者自身的發(fā)展和思想政治教育者隊伍的建設(shè),還直接關(guān)乎著受教育者對思想政治教育活動的認可,影響著思想政治教育實踐活動的成效。因而研究這一主題具有重要的意義。本文以思想政治教育者素質(zhì)為研究對象,從其概念出發(fā)分析其內(nèi)在結(jié)構(gòu)和外化表現(xiàn),并針對當(dāng)前部分思想政治教育者素質(zhì)存在的問題,剖析了這些問題形成的原因,并就如何優(yōu)化思想政治教育者的素質(zhì)作了一定的探討。第一章從人才素質(zhì)的概念出發(fā),揭示了思想政治教育者素質(zhì)的概念的特殊性。在明確思想政治教育者素質(zhì)概念的基礎(chǔ)上,分析了思想政治教育者素質(zhì)的內(nèi)在結(jié)構(gòu)以及其外化表現(xiàn)。思想政治教育者素質(zhì)包括思想政治素質(zhì)、人格素質(zhì)、理論素質(zhì)和能力素質(zhì)四大要素,就四大要素各自的地位而言,思想政治素質(zhì)是靈魂、人格素質(zhì)是基礎(chǔ)、理論素質(zhì)是核心、能力素質(zhì)是標(biāo)志。思想政治教育者素質(zhì)外化表現(xiàn)為四個方面:一是實踐活動中具備堅定的理想信念和正確的政治立場。二是熱愛并富有思想政治教育事業(yè)發(fā)展的責(zé)任感。三是積極優(yōu)化思想政治教育知識體系和提升理論的解釋力。四是勇于質(zhì)疑思想政治教育現(xiàn)狀并創(chuàng)新性的解決問題。第二章論述了思想政治教育者素質(zhì)存在的問題,并剖析了其形成原因。針對部分思想政治教育者素質(zhì)呈現(xiàn)出“逆生長型”、“休眠型”、“營養(yǎng)不良型”的狀態(tài),從思想政治教育者自身和環(huán)境兩個角度進行了原因分析。思想政治教育者自身主要是由于這部分思想政治教育者入職前的素質(zhì)不高、自身素質(zhì)培養(yǎng)的主體意識較弱、在崗后教育培訓(xùn)中收效甚微、在社會實踐中其素質(zhì)各要素發(fā)展緩慢和失衡。環(huán)境影響因素表現(xiàn)為三個方面,即素質(zhì)培養(yǎng)條件欠缺導(dǎo)致思想政治教育者素質(zhì)各要素發(fā)展緩慢;職業(yè)準(zhǔn)入和晉升把關(guān)出現(xiàn)偏離導(dǎo)致思想政治教育者素質(zhì)各要素發(fā)展失衡;形式主義傾向?qū)е滤枷胝谓逃咴趰徍蠼逃嘤?xùn)中收效甚微。第三章探討了思想政治教育者素質(zhì)優(yōu)化的措施。就思想政治教育者自身而言,需要增強自身素質(zhì)優(yōu)化的自覺性,即通過加強自我反思、認真參與崗后職業(yè)教育培訓(xùn)、積極開展思想政治教育實踐來優(yōu)化自我素質(zhì)。就環(huán)境而言,可從以下四個方面來營造有利于思想政治教育者素質(zhì)優(yōu)化的氛圍:首先,高度重視思想政治教育者素質(zhì)的優(yōu)化。其次,提高思想政治教育者崗后教育培訓(xùn)的針對性。再次,積極支持思想政治教育者優(yōu)化自身素質(zhì)的實踐活動。最后,科學(xué)評價思想政治教育者優(yōu)化自身素質(zhì)的實踐活動。
[Abstract]:Ideological and political educators play a prominent role in the ideological and political education activities. Their quality not only affects the development of ideological and political educators themselves and the construction of the contingent of ideological and political educators. It is also directly related to the recognition of ideological and political education activities and the effectiveness of ideological and political education practice activities. Therefore, it is of great significance to study this subject. This paper takes the quality of ideological and political educators as the research object, analyzes its internal structure and externalization performance from its concept, and analyzes the reasons for the formation of these problems in view of the problems existing in the quality of some ideological and political educators at present. It also discusses how to optimize the quality of ideological and political educators. The first chapter reveals the particularity of the concept of ideological and political educators' quality from the concept of talent quality. On the basis of defining the concept of the quality of ideological and political educators, this paper analyzes the internal structure and externalization of the quality of ideological and political educators. The quality of ideological and political educators includes four elements: ideological and political quality, personality quality, theoretical quality and ability quality. In terms of their respective positions, the ideological and political quality is the soul, the personality quality is the basis, and the theoretical quality is the core. Ability is the mark. The quality of ideological and political educators is manifested in four aspects: first, there are firm ideals and beliefs and correct political stand in practical activities. Second, love and full of the sense of responsibility for the development of ideological and political education. Third, actively optimize the ideological and political education knowledge system and enhance the explanatory power of the theory. Fourth, the courage to question the status of ideological and political education and innovative solutions. The second chapter discusses the quality of ideological and political educators, and analyzes the causes of its formation. In view of the state that some ideological and political educators' quality presents "reverse growth", "dormancy" and "malnutrition", this paper analyzes the reasons from two angles: ideological and political educators themselves and environment. The ideological and political educators themselves are mainly due to the fact that the quality of this part of the ideological and political educators before entering the post is not high, the subjective consciousness of their own quality training is relatively weak, and there is little effect in post education and training. In social practice, the quality of the various elements of the slow development and imbalance. The environmental influence factors are shown in three aspects: the lack of quality training conditions leads to the slow development of ideological and political educators' quality elements, the deviation of professional access and promotion control leads to the imbalance of the development of ideological and political educators' quality factors. Formalism tendency leads to little effect of ideological and political educators in post-employment education and training. The third chapter discusses the measures to optimize the quality of ideological and political educators. As far as the ideological and political educators themselves are concerned, it is necessary to enhance their consciousness of quality optimization, that is, by strengthening self-reflection, participating in post vocational education and training conscientiously, and actively developing the practice of ideological and political education to optimize their own quality. As far as the environment is concerned, we can create an atmosphere conducive to the quality optimization of ideological and political educators from the following four aspects: firstly, we should attach great importance to the optimization of the quality of ideological and political educators. Secondly, improve the pertinence of post-post education and training of ideological and political educators. Thirdly, actively support ideological and political educators to optimize their own quality of practical activities. Finally, the scientific evaluation of ideological and political educators to optimize their own quality of practical activities.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：D64

【參考文獻】

相關(guān)期刊論文 前10條

1 鄭倫衛(wèi);;“985工程”高校圖書館利用特藏資源進行創(chuàng)新素質(zhì)教育的實踐與啟示[J];高校圖書館工作;2014年05期

2 鄭倫衛(wèi);鄭幸子;王茂梅;高松;;高校圖書館大學(xué)生創(chuàng)新素質(zhì)培養(yǎng)方案研究——基于“985工程”高校圖書館創(chuàng)新素質(zhì)教育實踐活動的調(diào)查[J];圖書情報工作;2014年S1期

3 郭卉;劉琳;彭湃;楊文嬌;;參與科研對理工科大學(xué)生創(chuàng)新素質(zhì)影響的實證研究[J];高等工程教育研究;2014年02期

4 余玉花;;提高思想政治教育學(xué)科建設(shè)的理論自覺[J];思想理論教育導(dǎo)刊;2013年08期

5 匡促聯(lián);;以提高大學(xué)生創(chuàng)新素質(zhì)為旨趣的馬克思主義哲學(xué)思維教育對策探討[J];探索;2013年01期

6 匡促聯(lián);;論創(chuàng)新素質(zhì)與馬克思主義哲學(xué)思維的關(guān)系[J];科學(xué)社會主義;2012年05期

7 朱輝榮;王平義;白榕;;研究生創(chuàng)新素質(zhì)測評體系在復(fù)試中的構(gòu)建[J];黑龍江高教研究;2012年06期

8 郝文亭;張雅玲;;體育人文社會學(xué)研究生創(chuàng)新素質(zhì)結(jié)構(gòu)及培養(yǎng)[J];山東社會科學(xué);2011年S2期

9 魏培徵;馬化祥;馬莉萍;;高校第二課堂與大學(xué)生創(chuàng)新素質(zhì)培養(yǎng)的關(guān)系研究[J];思想教育研究;2011年10期

10 陳華;肖晗;;創(chuàng)新人格研究綜述[J];西南民族大學(xué)學(xué)報(人文社會科學(xué)版);2011年S3期

相關(guān)博士學(xué)位論文 前1條

1 周從標(biāo);全球化背景下思想政治教育創(chuàng)新研究[D];武漢大學(xué);2004年

相關(guān)碩士學(xué)位論文 前5條

1 王巍;論思想政治教育創(chuàng)新[D];吉林大學(xué);2008年

2 姜春蓮;思想政治教育主體的創(chuàng)新品質(zhì)研究[D];東北師范大學(xué);2007年

3 費萍;論思想政治教育主體素質(zhì)培養(yǎng)[D];西南大學(xué);2007年

4 董國強;創(chuàng)新人才素質(zhì)培養(yǎng)研究[D];哈爾濱工程大學(xué);2005年

5 盧景昆;思想政治教育主體素質(zhì)開發(fā)論[D];西南師范大學(xué);2004年

，

本文編號：2298090