大学生第二课堂:现实困境与消解途径
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摘要
大学生第二课堂具有提升学生综合素质,增强学生综合能力的育人功能。作者采用质性研究方法调研大学生第二课堂的开展现状,深度剖析其育人机制所面临的困境,从而为全面推进第二课堂建设提供现实依据。研究发现,第二课堂存在理念困境、制度困境、组织困境和模式困境等四维现实困境。为了全面发挥第二课堂的育人效果,文章从融合以生为本的育人理念,探索全面教育的育人新思路;完善政策制度保障,加强高校组织领导职能;健全学生组织机制,保障第二课堂教育管理的有效开展;深化第二课堂教育改革,系统建构知识传授、素质提升与能力塑造的培养模式等四个方面科学探究高校第二课堂建设的具体路径。
The second classroom of college students has the educational function to improve students' comprehensive quality and enhance students' comprehensive ability.By using a qualitative research method to investigate the status of the college students' second classroom,the paper deeply analyzes the facing difficulties of the education mechanism,so as to provide the reality basis for comprehensively promoting the construction of the second classroom. Study shows,the second classroom exists four dimensions of dilemma,including concept difficulty,system difficulty,organization difficulty and pattern predicament.Finally,in order to fully play educational effect of the second classroom,scientific and specific path of the second classroom's construction are inustrated from four aspects,for example,based on student-oriented educational concept to explore new education train of thought of comprehensive education;perfect the policy system to strengthen the function of university's organizational leadership;improve the mechanism of student organization to ensure the effective development and implementation of education management of the second class;deepen the reform of the second classroom education to systematically construct the cultivation model of knowledge-transference,quality promotion and the ability training.
The second classroom of college students has the educational function to improve students' comprehensive quality and enhance students' comprehensive ability.By using a qualitative research method to investigate the status of the college students' second classroom,the paper deeply analyzes the facing difficulties of the education mechanism,so as to provide the reality basis for comprehensively promoting the construction of the second classroom. Study shows,the second classroom exists four dimensions of dilemma,including concept difficulty,system difficulty,organization difficulty and pattern predicament.Finally,in order to fully play educational effect of the second classroom,scientific and specific path of the second classroom's construction are inustrated from four aspects,for example,based on student-oriented educational concept to explore new education train of thought of comprehensive education;perfect the policy system to strengthen the function of university's organizational leadership;improve the mechanism of student organization to ensure the effective development and implementation of education management of the second class;deepen the reform of the second classroom education to systematically construct the cultivation model of knowledge-transference,quality promotion and the ability training.
引文
[1]曾剑雄,宋丹,高树仁.大学生第二课堂研究:历程、焦点与前瞻:基于1999—2016年CNKI的文献述评[J].重庆高教研究,2017,5(6):119-127.
[2]蒋志勇.浅析高校第二课堂的育人功能及其管理[J].教育与职业,2008(23):62-63.
[3]中华人民共和国教育部.中共中央国务院关于深化教育改革全面推进素质教育的决定[A/OL].(1999-06-13)[2018-03-01].http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/moe_177/200407/2478.html.
[4]中华人民共和国教育部.共青团中央教育部关于印发《高校共青团改革实施方案》的通知[A/OL].(2016-11-14)[2018-03-01].http://www.moe.edu.cn/jyb_xxgk/moe_1777/moe_1779/201703/t20170320_300172.html.
[5]刘长青.关于加强第二课堂建设的思考[J].教育与职业,2007(30):166-167.
[6]中共中央国务院.中共中央国务院发出《关于进一步加强和改进大学生思想政治教育的意见》[A/OL].(2004-10-14)[2018-03-01].http://www.moe.edu.cn/s78/A12/szs_lef/moe-1407/moe-1408/tnu11_20566.html.
[7]中华人民共和国教育部.关于进一步加强高等学校本科教学工作的若干意见[A/OL].(2004-10-14)[2018-03-01].http://www.moe.gov.cn//publicfiles/business/htmlfiles/moe_734/200507/8296.html.
[8]严军.创新第二课堂教学模式提高大学生综合素质[J].东华大学学报(社会科学版),2010(2):100-105.
[9]肖振南.高校学生管理中的行政化:现象、问题与对策[J].江苏高教,2016(1):111-114.
[10]董泽芳.高校人才培养模式的概念界定与要素解析[J].成才之路,2012(3):30-36.
[11]刘兵.完善高校第二课堂培养模式研究[J].中国高等教育,2009(18):59-60.
[12]DING D,WANG Z.Higher educational model of second classroom[J].Hunan Science and Technology Institute Journal,2008(2):103-105.
[13]黄春蕾,杨旗.以生为本视角下的高校教学管理模式分析[J].中国成人教育,2015(5):42-43.
[14]胡亚敏.以生为本探索体验式教学的本科人才培养改革[J].中国高等教育,2011(18):38-39.
[15]沈千帆.2011北京地区高等院校第二课堂教育与人才培养研究[M].北京:中国铁道出版社,2011:87-91.
[16]宿月荣.高校学生组织发展探析[J].高教探索,2015(5):117-120.
[17]莫玉婉.大学科层制管理中的冲突与调适[J].高校教育管理,2013(1):44-47.
[18]刘奇.高校第二课堂建设研究[J].教育与职业,2014(6):41-42.
[2]蒋志勇.浅析高校第二课堂的育人功能及其管理[J].教育与职业,2008(23):62-63.
[3]中华人民共和国教育部.中共中央国务院关于深化教育改革全面推进素质教育的决定[A/OL].(1999-06-13)[2018-03-01].http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/moe_177/200407/2478.html.
[4]中华人民共和国教育部.共青团中央教育部关于印发《高校共青团改革实施方案》的通知[A/OL].(2016-11-14)[2018-03-01].http://www.moe.edu.cn/jyb_xxgk/moe_1777/moe_1779/201703/t20170320_300172.html.
[5]刘长青.关于加强第二课堂建设的思考[J].教育与职业,2007(30):166-167.
[6]中共中央国务院.中共中央国务院发出《关于进一步加强和改进大学生思想政治教育的意见》[A/OL].(2004-10-14)[2018-03-01].http://www.moe.edu.cn/s78/A12/szs_lef/moe-1407/moe-1408/tnu11_20566.html.
[7]中华人民共和国教育部.关于进一步加强高等学校本科教学工作的若干意见[A/OL].(2004-10-14)[2018-03-01].http://www.moe.gov.cn//publicfiles/business/htmlfiles/moe_734/200507/8296.html.
[8]严军.创新第二课堂教学模式提高大学生综合素质[J].东华大学学报(社会科学版),2010(2):100-105.
[9]肖振南.高校学生管理中的行政化:现象、问题与对策[J].江苏高教,2016(1):111-114.
[10]董泽芳.高校人才培养模式的概念界定与要素解析[J].成才之路,2012(3):30-36.
[11]刘兵.完善高校第二课堂培养模式研究[J].中国高等教育,2009(18):59-60.
[12]DING D,WANG Z.Higher educational model of second classroom[J].Hunan Science and Technology Institute Journal,2008(2):103-105.
[13]黄春蕾,杨旗.以生为本视角下的高校教学管理模式分析[J].中国成人教育,2015(5):42-43.
[14]胡亚敏.以生为本探索体验式教学的本科人才培养改革[J].中国高等教育,2011(18):38-39.
[15]沈千帆.2011北京地区高等院校第二课堂教育与人才培养研究[M].北京:中国铁道出版社,2011:87-91.
[16]宿月荣.高校学生组织发展探析[J].高教探索,2015(5):117-120.
[17]莫玉婉.大学科层制管理中的冲突与调适[J].高校教育管理,2013(1):44-47.
[18]刘奇.高校第二课堂建设研究[J].教育与职业,2014(6):41-42.