本文選題：衛(wèi)生士官 + 非智力因素��； 參考：《第三軍醫(yī)大學(xué)》2011年碩士論文

【摘要】：衛(wèi)生士官學(xué)員大部分是來自基層部隊(duì)的戰(zhàn)士,多為初中畢業(yè)生、高中肄業(yè)生�？傮w上文化基礎(chǔ)比較差、專業(yè)對口率比較低,這是當(dāng)前士官教育必須面對的一個(gè)現(xiàn)狀。就學(xué)員自身來講,影響學(xué)習(xí)的主要因素有兩個(gè):一個(gè)是智力因素;一個(gè)是非智力因素。在這樣的情況下,要提高士官教育的教學(xué)質(zhì)量就需要從士官學(xué)員的自身特點(diǎn)出發(fā)在提升士官學(xué)員的非智力因素上進(jìn)行大膽改革,激發(fā)他們的學(xué)習(xí)熱情,鍛煉他們健全的人格,培養(yǎng)他們良好的學(xué)習(xí)習(xí)慣,以期樹立正確的世界觀、人生觀和價(jià)值觀,從而達(dá)到全面提升士官學(xué)員綜合素質(zhì)的目的。 本研究在認(rèn)真分析學(xué)習(xí)動機(jī)、情感、態(tài)度、價(jià)值觀的基礎(chǔ)上,針對衛(wèi)生士官學(xué)員的特點(diǎn),通過專家咨詢法構(gòu)建衛(wèi)生士官學(xué)員非智力因素結(jié)構(gòu)體系,以期為部隊(duì)培養(yǎng)出“信得過、留得下、用得上”的“應(yīng)用型、復(fù)合型”衛(wèi)生士官人才打下堅(jiān)實(shí)的基礎(chǔ)。 本研究分為四個(gè)部分。 第一部分概念界定及理論基礎(chǔ)。對于非智力因素及相關(guān)概念進(jìn)行界定,闡述了國內(nèi)外非智力因素理論的研究現(xiàn)狀,重點(diǎn)介紹了與本研究相關(guān)的理論。 第二部分衛(wèi)生士官學(xué)員非智力因素結(jié)構(gòu)指標(biāo)體系的構(gòu)建。通過對白求恩軍醫(yī)學(xué)院衛(wèi)生士官學(xué)員現(xiàn)狀進(jìn)行調(diào)研,了解衛(wèi)生士官的背景資料;了解他們的入伍年限和入學(xué)前受教育情況;分析他們的非智力因素基本狀況。通過專家咨詢法構(gòu)建衛(wèi)生士官院校教育非智力因素結(jié)構(gòu)指標(biāo)體系。 第三部分衛(wèi)生士官學(xué)員非智力因素結(jié)構(gòu)指標(biāo)體系的實(shí)證研究。了解和把握衛(wèi)生士官學(xué)員非智力因素結(jié)構(gòu)的實(shí)際狀況以及驗(yàn)證指標(biāo)體系的科學(xué)性和合理性,采用因素分析法對非智力因素結(jié)構(gòu)指標(biāo)體系進(jìn)行分析,共提取6項(xiàng)主成分,能夠比較客觀的反映衛(wèi)生士官學(xué)員非智力因素現(xiàn)狀。通過分析衛(wèi)生士官非智力因素結(jié)構(gòu),提出培養(yǎng)對策,為完善衛(wèi)生士官學(xué)員的教育體系提供參考依據(jù)。 第四部分加強(qiáng)衛(wèi)生士官學(xué)員非智力因素培養(yǎng)的主要對策。針對衛(wèi)生士官學(xué)員的自身特點(diǎn),從加強(qiáng)職業(yè)認(rèn)同感教育,激發(fā)學(xué)員學(xué)習(xí)興趣;軍人素養(yǎng)與政治思想教育相結(jié)合,端正學(xué)習(xí)動機(jī);改革教學(xué)方法,進(jìn)行因材施教;強(qiáng)化實(shí)踐教學(xué),完善教學(xué)內(nèi)容體系等方面對學(xué)員的非智力因素在教學(xué)過程中的培養(yǎng)進(jìn)行思考和探索。通過加強(qiáng)非智力因素發(fā)展推進(jìn)素質(zhì)教育,通過切實(shí)有效的途徑錘煉學(xué)員,全面提高其綜合素質(zhì),培養(yǎng)其成為綜合性實(shí)用人才。
[Abstract]:The cadets are mostly soldiers from grassroots units, mostly junior high school graduates and high school leavers. On the whole, the cultural basis is poor, the professional counterpart rate is relatively low, this is a current situation that the non-commissioned officer education must face. As far as students are concerned, there are two main factors influencing learning: one is intelligence and the other is non-intelligence. Under such circumstances, in order to improve the teaching quality of the non-commissioned officers education, we should proceed from the characteristics of the cadets themselves to carry out bold reforms in the promotion of non-intellectual factors of the cadets, to stimulate their enthusiasm for learning, and to exercise their sound personality. Cultivate their good study habits in order to establish a correct world outlook, outlook on life and values, so as to achieve the purpose of improving the comprehensive quality of cadets. On the basis of careful analysis of learning motivation, emotion, attitude and values, this study, according to the characteristics of medical cadets, constructs the structure system of non-intelligence factors by expert consultation, in order to cultivate "trustworthy" for the troops. Can stay, can use "the application type, the compound type" health sergeant talented person lays the solid foundation. This research is divided into four parts. The first part defines the concept and theoretical basis. This paper defines non-intelligence factors and related concepts, expounds the current research situation of non-intelligence factors at home and abroad, and emphatically introduces the theories related to this study. The second part is about the construction of non-intelligence factor index system. By investigating the current situation of medical cadets in Bai Qiuen military Medical College, we can find out the background information of them, understand their years of enlistment and their education before entering school, and analyze their basic condition of non-intellectual factors. The structure index system of non-intelligence factors in non-intelligence education in non-intelligence colleges and universities was constructed by expert consultation. The third part is the empirical study of non-intelligence factor structure index system. To understand and grasp the actual situation of the non-intelligence factor structure of the medical cadets, and to verify the scientificity and rationality of the index system, a factor analysis method was used to analyze the non-intelligence factor structure index system, and six principal components were extracted. It can objectively reflect the current situation of non-intelligence factors of non-intellectual health officer cadets. By analyzing the structure of non-intelligence factors of non-health officers, the training countermeasures are put forward to provide a reference for perfecting the education system of health sergeant cadets. The fourth part is the main countermeasures to strengthen the training of non-intelligence factors. In view of the characteristics of the medical cadets, we should strengthen the education of professional identity, stimulate the students' interest in learning, combine the military accomplishment with the political and ideological education, correct the learning motivation, reform the teaching methods, teach them in accordance with their aptitude, and strengthen the practical teaching. Improve the system of teaching content and other aspects of non-intellectual factors in the training of students in the teaching process to think and explore. Through strengthening the development of non-intellectual factors to promote quality education, through practical and effective ways to train students, improve their comprehensive quality, train them to become comprehensive and practical talents.
【學(xué)位授予單位】：第三軍醫(yī)大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2011
【分類號】：R82

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