大学生合作素质教育研究
|
摘要
人类社会已步入高科技的知识经济时代,协同合作成为世界发展的必然趋势。从这个意义上说,没有合作就谈不上成功。我国大学生大都是独生子女,他们普遍存在社会价值观偏颇、自我意识膨胀等问题,在学校应试教育所导致的负面影响下,大学生大多合作意识淡薄。这让我们都要认真思考一个问题——大学生合作素质的教育。
本文采用文献资料法、问卷调查法等方法,针对“什么是合作素质”这个问题,从心理学和社会学两方面指出合作素质是共同价值观、优势互补以及凝聚力这三个基本内涵的统一。本文通过分析大学生全面发展的内在需求、高校素质教育的必然要求以及构建和谐社会的本质要求,针对“为什么要进行大学生合作素质教育”这个问题,结合马克思主义的相关理论,提出大学生合作素质教育能提高大学生合作交往能力、改善人际关系；并且满足高校素质教育对于培养大学生综合素质能力的要求；更重要的是符合人与人和谐、人与社会和谐以及充满创新活力的社会主义和谐社会内涵需求。本文针对大学生的合作素质现状以及高校合作素质教育现状进行了问卷调查,调查显示大部分学生不愿合作,在家庭、学校的应试教育下形成了扭曲的竞争意识,难以展开高质量、高水平的合作。
大学阶段是大学生人生观、价值观等形成的关键时期,这就使得在对大学生进行合作素质教育时要结合他们这一特殊时期的心理特点,在实施具体教育对策过程中引导大学生确立新的合作理念,增强合作意识,建立良好的人际关系,并侧重于通过合作学习等途径让大学生在实践中真正体会到合作带给他们的成功和愉悦。
Human society has entered the era of high-technology and knowledge economy, collaborations become an inevitable trend in the development of the world. In this sense, success is inaccessible without cooperation. Most of university students in our country are singleton, almost have some problems such as biased about social values、ego-inflating, a weak sense of cooperation consciousness because of negative reasons of exam-oriented education in school. We should seriously consider a more profound problem——how to train the cooperation quality of university students。
In this paper, documentary research method and questionnaire survey method were used. In view of the question to what's the cooperation quality, we could pointed out it contains shared values,complement each other's advantages and cohesion from the two aspects of psychology and sociology. And then we aiming at "why we have to training cooperation quality of university students?", by analysis on internal need of university student's integrated development、college quality-oriented education and constructing harmonious society, this paper combining with Marxism related theory and suggested that the training cooperation quality of university students could improve ability in cooperation and intercourse、improve interpersonal relationships, and meet the college quality-oriented education demands about training comprehensive qualities of university students, and above all it meet the needs of the concept of socialism harmonious society that is the person-to-person harmony harmony relationship between humans and societies and full innovative。In addition, a questionnaire survey was conducted on the status quo of the cooperative quality in students and universities education of cooperation quality. An investigation shows that most of university students is unwilling to cooperate, they form twisted competitive spirit in exam-oriented educational mode, it is difficult to start cooperation on high-quality and high-level。
College study is a crucial period for the university students to form their outlook on life and values. Consequently, the consideration about the psychological characteristics in university students is indispensable in the training of cooperation quality. In the process of specific countermeasure, it should be establish the new cooperation ideas, enhancing cooperation consciousness,set up good human relations and focus on through cooperative learning、teamwork to brings happiness and success in practice of cooperation.
本文采用文献资料法、问卷调查法等方法,针对“什么是合作素质”这个问题,从心理学和社会学两方面指出合作素质是共同价值观、优势互补以及凝聚力这三个基本内涵的统一。本文通过分析大学生全面发展的内在需求、高校素质教育的必然要求以及构建和谐社会的本质要求,针对“为什么要进行大学生合作素质教育”这个问题,结合马克思主义的相关理论,提出大学生合作素质教育能提高大学生合作交往能力、改善人际关系；并且满足高校素质教育对于培养大学生综合素质能力的要求；更重要的是符合人与人和谐、人与社会和谐以及充满创新活力的社会主义和谐社会内涵需求。本文针对大学生的合作素质现状以及高校合作素质教育现状进行了问卷调查,调查显示大部分学生不愿合作,在家庭、学校的应试教育下形成了扭曲的竞争意识,难以展开高质量、高水平的合作。
大学阶段是大学生人生观、价值观等形成的关键时期,这就使得在对大学生进行合作素质教育时要结合他们这一特殊时期的心理特点,在实施具体教育对策过程中引导大学生确立新的合作理念,增强合作意识,建立良好的人际关系,并侧重于通过合作学习等途径让大学生在实践中真正体会到合作带给他们的成功和愉悦。
Human society has entered the era of high-technology and knowledge economy, collaborations become an inevitable trend in the development of the world. In this sense, success is inaccessible without cooperation. Most of university students in our country are singleton, almost have some problems such as biased about social values、ego-inflating, a weak sense of cooperation consciousness because of negative reasons of exam-oriented education in school. We should seriously consider a more profound problem——how to train the cooperation quality of university students。
In this paper, documentary research method and questionnaire survey method were used. In view of the question to what's the cooperation quality, we could pointed out it contains shared values,complement each other's advantages and cohesion from the two aspects of psychology and sociology. And then we aiming at "why we have to training cooperation quality of university students?", by analysis on internal need of university student's integrated development、college quality-oriented education and constructing harmonious society, this paper combining with Marxism related theory and suggested that the training cooperation quality of university students could improve ability in cooperation and intercourse、improve interpersonal relationships, and meet the college quality-oriented education demands about training comprehensive qualities of university students, and above all it meet the needs of the concept of socialism harmonious society that is the person-to-person harmony harmony relationship between humans and societies and full innovative。In addition, a questionnaire survey was conducted on the status quo of the cooperative quality in students and universities education of cooperation quality. An investigation shows that most of university students is unwilling to cooperate, they form twisted competitive spirit in exam-oriented educational mode, it is difficult to start cooperation on high-quality and high-level。
College study is a crucial period for the university students to form their outlook on life and values. Consequently, the consideration about the psychological characteristics in university students is indispensable in the training of cooperation quality. In the process of specific countermeasure, it should be establish the new cooperation ideas, enhancing cooperation consciousness,set up good human relations and focus on through cooperative learning、teamwork to brings happiness and success in practice of cooperation.
引文
[1]胡锦涛.胡锦涛在省部级主要领导干部提高构建和谐社会能力专题研讨班开班式上的讲话(N).光明日报,2005-02-20(1)
[2]唐泰.论据大全(M].桂林：广西师范大学出版社,1998,第一版,15
[3]王坦.论语一百句经典悦读[M].上海：复旦大学出版社,2007,第一版,10
[4]陈琴.4-6岁儿童合作认知发展特点的研究[J).心理发展与教育,2004,14-18
[5]Ellis A K, Fouts J T. Research on Educational Innovations. NY:Eye on Education Inc,1997,165
[6]Vermette P.Four fatal flaws:Avoiding the common mistakes of novice users of cooperative learning. The High School Journal,1994(Feb/March)
[7]王坦.合作学习的理念与实践[M).北京：中国人事出版社,2002,第一版,45
[8]Slavin,R.E.(1980).Cooperative Learning. Review of Educational Research. The University of Chicago Press,USA,Vol.50, No.2,315
[9]王坦.合作学习导论(M).北京：教育科学出版社,1994,51-54
[10]林崇德等.心理学大辞典[M).上海：上海教育出版社,2004,69
[11]美.莫顿.多伊奇著,秦生译.应用社会心理学(M).北京：清华大学出版社,2004,53
[12]Nick Hayes.Successful Team Management[M].International Thomson Business Press.1997,155
[13]王立.谁说团队精神就是集体主义? [J].中外管理,2002,52-53
[14]马克思,恩格斯.马克思恩格斯选集(第1卷)(M).北京：人民出版社,1972,106
[15]马克思,恩格斯.马克思恩格斯全集(第42卷)(M).北京：人民出版社,1979,122
[16]马克思,恩格斯.马克思恩格斯全集(第46卷).北京：人民出版社,1960,32
[17]瑞士.让·皮亚杰(Jean Piaget)著,傅统先译.儿童的语言和思维[M).北京：文化教育出版社,1980,57
[18]张钠,郑静.论马斯洛需求层次理论对大学生思想政治教育方法的启示[J] 卫生职业教育,2007,,第3期
[19]联合国教科文组织.教育—财富蕴藏其中[N).北京：教育科学出版社,1996
[20]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(N).光明日报.1999,6.16
[21]公民道德建设实施纲要[N).人民教育出版社,2001
[22]黄家海.社会学家谈和谐社会(M].合肥：合肥工业大学出版社,2005
[23][24]郑杭生.和谐社会与社会学[J).新华文摘,2005,14
[25]俞可平.和谐社会面面观[J).马克思主义与现实,2005,4-5
[26]美.罗伯特著,陈小全译.合作与竞争(M).北京：华夏出版社,2005,33
[27]何艳茹.心理卫生与心理辅导[M].沈阳：辽宁大学出版社.1999,19-20
[28]清华MBA的团队训练[J]亚太人才网,2006年2月14日
[29]马克思,恩格斯.马克思恩格斯选集(第4卷)(M).北京：人民出版社,1995
[30]邓小平文选(第2卷)(M).北京：人民出版社,1994,35
[31]庞丽娟、陈琴.论儿童合作[J).教育研究与实验,2002,第一期
[32]赵乃璞,刘建.学生社团与素质教育(J].南都学坛,2002(02)
[33]韦兴正.学会与学生合作(J).中国教育学刊,2003(05)
[34]吴晓静.学生合作学习能力培养的探索与实践(J).四川教育学院学报,2005,
[35]吴新红.浅析我国教育评价体系的变革(J].经济师,2006(05)
[36]肖兴臻.大学生交际心理障碍[J).健康心理学,1997(05)
[37]钱道静.重视学生的合作意识与能力(J).安阳师范学院学报,2002(03)
[38]美.约翰罗尔斯著,何怀宏等译.正义论(M).北京：中国社会科学出版社,1988
[39]乔瑞金.马克思技术哲学纲要(M).北京：人民教育出版社,2002
[40]宋希仁.伦理与人生(M].北京：教育科学出版社,2000
[41]美.斯塔格奇(StagiCh, T)著,燕青译.协作领导力[M).北京：机械工业出版社,2005
[42]道德观通论(M).北京：高等教育出版社,2000
[43]许梅先.给孩子合作的机会——英国家庭教育理念与方法[M).广州：广东人民出版社,2002,第一版
[44]贺淑曼.成功心理与人才发展(M].北京：世界图书出版公司,1999
[45]林崇德.中国独生子女教育百科(M).杭州：浙江人民出版社,1999
[46]邵方.协作精神是高校素质教育的重要内容(J).重庆大学学报,1999,第5期
[47]蒋笑莉,李文辉.试论研究生合作精神的培养[J).思想教育研究,2000,第6期
[48]美.马斯洛.人的动机理论(M).北京：华夏出版社,1987
[49]瑞士.J.皮亚杰著,傅统先,陆有拴译.儿童的道德判断[M).济南：山东教育出版社,1984
[50]王坦.现代教育改革引论[M].青岛：青岛海洋大学出版社,1997
[51]李幼穗.价值取向与青少年的合作行为及培养(J).天津师范大学学报,2001，第4期
[52]马兰.合作学习的价值内涵[J).课程.教材.教法,2004,第4期
[53]姚利民.大学生人际交往能力的调查研究[J).吉林教育科学,2000(05)
[2]唐泰.论据大全(M].桂林：广西师范大学出版社,1998,第一版,15
[3]王坦.论语一百句经典悦读[M].上海：复旦大学出版社,2007,第一版,10
[4]陈琴.4-6岁儿童合作认知发展特点的研究[J).心理发展与教育,2004,14-18
[5]Ellis A K, Fouts J T. Research on Educational Innovations. NY:Eye on Education Inc,1997,165
[6]Vermette P.Four fatal flaws:Avoiding the common mistakes of novice users of cooperative learning. The High School Journal,1994(Feb/March)
[7]王坦.合作学习的理念与实践[M).北京：中国人事出版社,2002,第一版,45
[8]Slavin,R.E.(1980).Cooperative Learning. Review of Educational Research. The University of Chicago Press,USA,Vol.50, No.2,315
[9]王坦.合作学习导论(M).北京：教育科学出版社,1994,51-54
[10]林崇德等.心理学大辞典[M).上海：上海教育出版社,2004,69
[11]美.莫顿.多伊奇著,秦生译.应用社会心理学(M).北京：清华大学出版社,2004,53
[12]Nick Hayes.Successful Team Management[M].International Thomson Business Press.1997,155
[13]王立.谁说团队精神就是集体主义? [J].中外管理,2002,52-53
[14]马克思,恩格斯.马克思恩格斯选集(第1卷)(M).北京：人民出版社,1972,106
[15]马克思,恩格斯.马克思恩格斯全集(第42卷)(M).北京：人民出版社,1979,122
[16]马克思,恩格斯.马克思恩格斯全集(第46卷).北京：人民出版社,1960,32
[17]瑞士.让·皮亚杰(Jean Piaget)著,傅统先译.儿童的语言和思维[M).北京：文化教育出版社,1980,57
[18]张钠,郑静.论马斯洛需求层次理论对大学生思想政治教育方法的启示[J] 卫生职业教育,2007,,第3期
[19]联合国教科文组织.教育—财富蕴藏其中[N).北京：教育科学出版社,1996
[20]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(N).光明日报.1999,6.16
[21]公民道德建设实施纲要[N).人民教育出版社,2001
[22]黄家海.社会学家谈和谐社会(M].合肥：合肥工业大学出版社,2005
[23][24]郑杭生.和谐社会与社会学[J).新华文摘,2005,14
[25]俞可平.和谐社会面面观[J).马克思主义与现实,2005,4-5
[26]美.罗伯特著,陈小全译.合作与竞争(M).北京：华夏出版社,2005,33
[27]何艳茹.心理卫生与心理辅导[M].沈阳：辽宁大学出版社.1999,19-20
[28]清华MBA的团队训练[J]亚太人才网,2006年2月14日
[29]马克思,恩格斯.马克思恩格斯选集(第4卷)(M).北京：人民出版社,1995
[30]邓小平文选(第2卷)(M).北京：人民出版社,1994,35
[31]庞丽娟、陈琴.论儿童合作[J).教育研究与实验,2002,第一期
[32]赵乃璞,刘建.学生社团与素质教育(J].南都学坛,2002(02)
[33]韦兴正.学会与学生合作(J).中国教育学刊,2003(05)
[34]吴晓静.学生合作学习能力培养的探索与实践(J).四川教育学院学报,2005,
[35]吴新红.浅析我国教育评价体系的变革(J].经济师,2006(05)
[36]肖兴臻.大学生交际心理障碍[J).健康心理学,1997(05)
[37]钱道静.重视学生的合作意识与能力(J).安阳师范学院学报,2002(03)
[38]美.约翰罗尔斯著,何怀宏等译.正义论(M).北京：中国社会科学出版社,1988
[39]乔瑞金.马克思技术哲学纲要(M).北京：人民教育出版社,2002
[40]宋希仁.伦理与人生(M].北京：教育科学出版社,2000
[41]美.斯塔格奇(StagiCh, T)著,燕青译.协作领导力[M).北京：机械工业出版社,2005
[42]道德观通论(M).北京：高等教育出版社,2000
[43]许梅先.给孩子合作的机会——英国家庭教育理念与方法[M).广州：广东人民出版社,2002,第一版
[44]贺淑曼.成功心理与人才发展(M].北京：世界图书出版公司,1999
[45]林崇德.中国独生子女教育百科(M).杭州：浙江人民出版社,1999
[46]邵方.协作精神是高校素质教育的重要内容(J).重庆大学学报,1999,第5期
[47]蒋笑莉,李文辉.试论研究生合作精神的培养[J).思想教育研究,2000,第6期
[48]美.马斯洛.人的动机理论(M).北京：华夏出版社,1987
[49]瑞士.J.皮亚杰著,傅统先,陆有拴译.儿童的道德判断[M).济南：山东教育出版社,1984
[50]王坦.现代教育改革引论[M].青岛：青岛海洋大学出版社,1997
[51]李幼穗.价值取向与青少年的合作行为及培养(J).天津师范大学学报,2001，第4期
[52]马兰.合作学习的价值内涵[J).课程.教材.教法,2004,第4期
[53]姚利民.大学生人际交往能力的调查研究[J).吉林教育科学,2000(05)