“00后”大学生思想行为特质及其培养对策
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摘要
"00后"大学生有极强的"我中心"的主体觉醒意识,兼有"奋创者"的人设定位、"多元化"的价值取向、"四二一"微环境影响、"触屏族"式行为表达等多种思想行为特点,呈现出个性化、时代性和整体性特征。因其成长发展深受人口统计因素、环境因素和教育因素的影响,高校应探索以专业化教育支撑个性化发展,以文化育人实现教育全覆盖,以教学改革推动三全育人等,加强"00后"大学生思想行为引导,培养担当民族复兴大任的时代新人。
Born after the new millennium, the post-2000 s college students show a strong subjective awareness awakening characteristic of "self-centeredness",coupled with many ideological and behavioral characteristics,such as self-creation of "being an integrated striver and innovator", holding pluralistic values, being under the influence of "421"micro-environmental effect and being "phubbers". They present the characteristics of individuality, modernity and entirety. Since their growth and development are deeply influenced by demographic variables, environmental factors and educational factors, colleges and universities should explore the following three ways to strengthen the ideological and behavioral guidance for post-2000 s college students and support their growth and development: Firstly,by teaching according to their individual needs to support personalized development through professionalization education;secondly, to strengthen cultural education and achieve full coverage by nurturing and cultivating people through cultural building;thirdly,by implementing ideological and political courses to strengthen the fulfillment of "three-round education" in educational reform.
Born after the new millennium, the post-2000 s college students show a strong subjective awareness awakening characteristic of "self-centeredness",coupled with many ideological and behavioral characteristics,such as self-creation of "being an integrated striver and innovator", holding pluralistic values, being under the influence of "421"micro-environmental effect and being "phubbers". They present the characteristics of individuality, modernity and entirety. Since their growth and development are deeply influenced by demographic variables, environmental factors and educational factors, colleges and universities should explore the following three ways to strengthen the ideological and behavioral guidance for post-2000 s college students and support their growth and development: Firstly,by teaching according to their individual needs to support personalized development through professionalization education;secondly, to strengthen cultural education and achieve full coverage by nurturing and cultivating people through cultural building;thirdly,by implementing ideological and political courses to strengthen the fulfillment of "three-round education" in educational reform.
引文
[1]中国互联网络信息中心.第43次《中国互联网络发展状况统计报告》[EB/OL]. http://www. cnnic. net. cn/hlwfzyj/hlwxzbg/. 2019-2-28.
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[3]史秋衡、王芳.我国大学生就业能力的结构问题及要素调适[J].教育研究, 2018(04):51-61.
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[5]史秋衡、卢丽君.大学文化:提升学生学习的育人文化[J].云南师范大学学报(哲学社会科学版), 2012(05):128-133.
[6]吴晶、胡浩.把思想政治工作贯穿教育教学全过程,开创我国高等教育事业发展新局面[J].中国高等教育, 2016(24):5-7.
[7]高德毅、宗东爱.从思政课程到课程思政:从战略高度构建高校思想政治教育课程体系[J].中国高等教育, 2017(01):43-46.
[8]高德毅、宗东爱.课程思政:有效发挥课堂育人主渠道作用的必然选择[J].思想理论教育导刊. 2017(01):31-34.
[2]贾劲松.加强“00”后大学生理想信念教育研究[J].学周刊, 2018(34):26-27.
[3]史秋衡、王芳.我国大学生就业能力的结构问题及要素调适[J].教育研究, 2018(04):51-61.
[4]王鹏.大学生价值观形成的教育因素[N].中国教育报, 2012-8-24(05).
[5]史秋衡、卢丽君.大学文化:提升学生学习的育人文化[J].云南师范大学学报(哲学社会科学版), 2012(05):128-133.
[6]吴晶、胡浩.把思想政治工作贯穿教育教学全过程,开创我国高等教育事业发展新局面[J].中国高等教育, 2016(24):5-7.
[7]高德毅、宗东爱.从思政课程到课程思政:从战略高度构建高校思想政治教育课程体系[J].中国高等教育, 2017(01):43-46.
[8]高德毅、宗东爱.课程思政:有效发挥课堂育人主渠道作用的必然选择[J].思想理论教育导刊. 2017(01):31-34.