發(fā)布時(shí)間：2018-06-07 10:44

  本文選題：大學(xué)生 + 關(guān)心能力　； 參考：《西安理工大學(xué)》2017年碩士論文

【摘要】：當(dāng)高速發(fā)展的物質(zhì)世界和科學(xué)技術(shù)給我們帶來滿足感的同時(shí),也使得人與人之間的關(guān)系變得疏遠(yuǎn)、冷漠,人們?cè)诫y以感受到彼此的關(guān)心、以及主動(dòng)發(fā)出關(guān)心。關(guān)心是人類的生理性和社會(huì)性需要,可以幫助人們體驗(yàn)到溫暖、信任,幫助人們生活的道德、智慧和幸福。高校大學(xué)生是國(guó)之棟梁、是社會(huì)的中堅(jiān)力量,但是如今不少大學(xué)生缺乏關(guān)心的能力,不僅社會(huì)責(zé)任感下降、對(duì)人和事物漠不關(guān)心,甚至連對(duì)自身都缺乏正確的關(guān)心,究其原因,是社會(huì)冷漠氛圍的熏染、學(xué)校教育體制的異化、家庭教育的失當(dāng)以及自身認(rèn)識(shí)及實(shí)踐不足共同導(dǎo)致的。關(guān)心能力的缺失已嚴(yán)重阻礙大學(xué)生全面、健康的發(fā)展,培養(yǎng)大學(xué)生的關(guān)心能力迫在眉睫。美國(guó)教育學(xué)家內(nèi)爾·諾丁斯將關(guān)心倫理學(xué)應(yīng)用于教育領(lǐng)域,建立了關(guān)心教育理論。1989年聯(lián)合國(guó)教科文組織在“教育國(guó)際討論會(huì)”上提出21世紀(jì)的教育主題——學(xué)會(huì)關(guān)心,更使得關(guān)心教育備受關(guān)注。關(guān)心教育理論認(rèn)為教育應(yīng)該培養(yǎng)有能力、關(guān)心人、愛人、也值得被愛的人,重視對(duì)學(xué)生關(guān)心意識(shí)和能力的培養(yǎng)。關(guān)心教育理論與我國(guó)傳統(tǒng)的倫理思想有著異曲同工之處,也與當(dāng)前的實(shí)施的以人為本的德育工作密切相關(guān)。本文首先對(duì)關(guān)心的相關(guān)概念進(jìn)行論述,以我國(guó)傳統(tǒng)的仁愛思想、馬克思人的全面發(fā)展觀、“知情意行”的德育培養(yǎng)過程以及諾丁斯關(guān)心教育理念為理論依據(jù),探討了大學(xué)生關(guān)心能力的內(nèi)涵。為深入研究大學(xué)生關(guān)心能力的現(xiàn)狀,本研究根據(jù)研究?jī)?nèi)容的需要設(shè)計(jì)了高校大學(xué)生關(guān)心能力調(diào)查問卷。通過問卷分析、文獻(xiàn)查閱、理論與實(shí)際相結(jié)合的研究方法,剖析了當(dāng)前大學(xué)生關(guān)心能力存在的問題,并從社會(huì)、家庭、高校、教學(xué)、以及大學(xué)生自身幾個(gè)方面進(jìn)行歸因分析,最后從增強(qiáng)關(guān)心體驗(yàn)、強(qiáng)化關(guān)心意識(shí)、采取適當(dāng)關(guān)心行動(dòng)以及及時(shí)的自我反思四個(gè)方面對(duì)培養(yǎng)大學(xué)生關(guān)心能力提出了對(duì)策。
[Abstract]:When the rapid development of material world and science and technology bring us a sense of satisfaction, but also make the relationship between people become distant, indifferent, the more difficult for people to feel each other's concern, as well as active concern. Caring is the physiological and social need of human beings. It can help people to experience warmth, trust, and help people live with morality, wisdom and happiness. College students are the pillars of the country and the backbone of society. But nowadays, many college students lack the ability to care. Not only is their sense of social responsibility declining, they are indifferent to people and things, and even they lack proper care for themselves. The reasons are investigated. It is caused by the influence of social apathy, the alienation of school education system, the misbehavior of family education and the lack of knowledge and practice. The lack of caring ability has seriously hindered the overall and healthy development of college students, so it is urgent to cultivate the caring ability of college students. American educationalist Nel Noddings applied the ethics of care to the field of education, and established the theory of caring education. In 1989, UNESCO put forward the theme of education in the 21st century, learning to care, at the International Symposium on Education. The concern for education has attracted much attention. The theory of caring about education holds that education should cultivate ability, concern for people, lovers and people worthy of love, and pay attention to the cultivation of students' caring consciousness and ability. The theory of caring about education has some similarities and differences with the traditional ethical thought of our country, and is closely related to the current implementation of the people-oriented moral education. This paper first discusses the related concepts of concern, based on the traditional benevolence thought of our country, Marx's overall development view, the process of moral education cultivation of "knowing love and doing", and Noddings' caring education idea as the theoretical basis. This paper discusses the connotation of college students' caring ability. In order to study the present situation of college students' caring ability, the questionnaire of college students' caring ability is designed according to the needs of the research. Through questionnaire analysis, literature review, theoretical and practical research methods, this paper analyzes the existing problems of college students' ability to care, and makes attribution analysis from social, family, college, teaching, and college students themselves. Finally, the author puts forward countermeasures to cultivate college students' caring ability from four aspects: strengthening caring experience, strengthening caring consciousness, taking appropriate care actions and timely self-reflection.
【學(xué)位授予單位】：西安理工大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G641

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本文編號(hào)：1990896