高校主体性德育培养的新视域探索——基于日本高校德育发展的启示
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摘要
随着高校德育的发展,主体性德育已成为高校德育发展的重要视域。当前在党和国家的战略思想和理论研究方面为主体性德育积累了丰富的思想基础,但在现实维度上,高校德育发展仍存在着对学生地位重视不足、忽视学生个性发展、学生主体能动性缺失等学生主体缺位问题。日本高校在德育发展过程中形成了关注学生主体性、凸显个性教育及注重道德实践培养的德育特点。在保持我国高校原有德育优势基础上,设定以主体性德育为核心的德育培养路径,应从强化学生的主体性地位,培养自我教育功能,彰显学生的主体性价值,提倡个性教育,提升学生主体的能动性,注重道德实践的强化和引导等方式入手,推动我国高校德育的新发展。
With the development of moral education in colleges and universities,subjective moral education has become an important perspective.At present,rich ideological basis for subjective moral education in the strategic thought and theoretical research of the Party and the country has been accumulated.However,from the perspective of reality,problems concerning subjective absence in the development of moral education,such as the insufficient attention to students'status,the neglect of the development of students'personality,and the lack of students'initiative,etc.,still exist.Japanese colleges and universities have formed the characteristics of paying attention to students'subjectivity,highlighting individual education and paying attention to the cultivation of moral practice in the process of their moral education development.On the basis of maintaining the original advantages of moral education in colleges and universities in our country,we should set up the moral education training path with the subjective moral education as the core,highlight the value of students'subjectivity and advocate individual education to promote the new development of moral education in colleges and universities of our country by enhancing the initiative of students and paying attention to the strengthening and guidance of moral practice.
With the development of moral education in colleges and universities,subjective moral education has become an important perspective.At present,rich ideological basis for subjective moral education in the strategic thought and theoretical research of the Party and the country has been accumulated.However,from the perspective of reality,problems concerning subjective absence in the development of moral education,such as the insufficient attention to students'status,the neglect of the development of students'personality,and the lack of students'initiative,etc.,still exist.Japanese colleges and universities have formed the characteristics of paying attention to students'subjectivity,highlighting individual education and paying attention to the cultivation of moral practice in the process of their moral education development.On the basis of maintaining the original advantages of moral education in colleges and universities in our country,we should set up the moral education training path with the subjective moral education as the core,highlight the value of students'subjectivity and advocate individual education to promote the new development of moral education in colleges and universities of our country by enhancing the initiative of students and paying attention to the strengthening and guidance of moral practice.
引文
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[2]习近平.决胜全面建成小康社会夺取新时代中国特色社会主义伟大胜利——在中国共产党第十九次全国代表大会上的报告[M].北京:人民出版社,2017:45.
[3]坚持中国特色社会主义教育发展道路,培养德智体美劳全面发展的社会主义建设者和接班人[N].人民日报,2018-09-11(1).
[4]习近平在全国高校思想政治工作会议上强调: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[N].人民日报,2016-12-09(1).
[5]习近平在北京大学师生座谈会上的讲话[EB/OL].[2018-10-03].http:∥www.xinhuanet.com/politics/leaders/2018-05/03/c_1122774230.htm.
[6]申作青.主体性教育思想对加强高校师德建设的意义[J].中国高教研究,2003(10):75.
[7]宋珺.浅论高校主体性德育模式的构建与实施[J].东华大学学报(社会科学版),2012,12(3):36.
[8]瞿葆奎.日本教育改革[M].北京:人民教育出版社,1991:464.
[9]王玉珊.日本教育及其在经济发展中的作用研究[D].大连:东北财经大学国际经济贸易学院,2012.
[10]袁银传,王苏琪.中日大学德育之比较分析[J].学校党建与思想教育,2007(5):77-78.
[11]史媛媛.日本大学教养教育改革中的课程和组织——中日比较的视角[J].外国教育研究,2015(3):78.
[12]张富生.日本大学课程设置制度及其执行有效性[J].高教探索,2010(4):36-37.
[13]张腾飞.日本高等学校“服务性学习”的应用:制度化与系统化[J].课程教育研究,2018(41):219.
[14]檀传宝.德育原理[M].北京:北京师范大学出版社,2017:79.
[15]王荣德.现代德育论[M].北京:中国社会科学出版社,2016:162.
[16]陈坚.学校德育与人的个性发展[J].教学与管理,2000(1):3.
[17]杨维,刘苍劲.素质德育论——大学生的现代适应与综合素质培养研究[M].北京:人民出版社,2008:144.
[18]徐辉,蔡志良.大学德育应对开放社会挑战的理论与实践——大学生道德能力培养探索[C]∥田庆先.“21世纪学校发展路向”论文集.武汉:华中师范大学出版社,2002:99.