發(fā)布時(shí)間：2018-05-23 14:18

  本文選題：思想政治教育 + 非智力因素��； 參考：《燕山大學(xué)》2013年碩士論文

【摘要】：隨著社會(huì)的發(fā)展、時(shí)代的變遷，素質(zhì)教育已經(jīng)成為各高校教育的重點(diǎn)。素質(zhì)教育要求各高校在教育過(guò)程中不僅要注重培養(yǎng)大學(xué)生智力、腦力、體力等智力因素的發(fā)展，而且還要注重培養(yǎng)大學(xué)生個(gè)性、情緒、興趣、意志、注意力等非智力因素的發(fā)展。然而，我國(guó)應(yīng)試教育的影響根深蒂固，受應(yīng)試教育的影響，各高校在思想政治教育過(guò)程中往往重視對(duì)大學(xué)生智力、腦力等智力因素的培養(yǎng)，而忽視對(duì)大學(xué)生個(gè)性、情緒、興趣、意志、注意力等非智力因素的培養(yǎng)。這往往會(huì)導(dǎo)致兩種結(jié)果：首先，教育者通常會(huì)過(guò)于重視思想政治教育的社會(huì)價(jià)值和社會(huì)功能，而忽視對(duì)大學(xué)生個(gè)性、性格等的培養(yǎng)；其次，教育者對(duì)受教育者所采取的教育方法往往是一味的外在灌輸，不能夠引起受教育者內(nèi)心的強(qiáng)烈共鳴。這也是各高校長(zhǎng)期以來(lái)思想政治教育效果不理想的原因之一。 素質(zhì)教育的提出，要求各高校在思想政治教育過(guò)程中改革傳統(tǒng)的教育方法和教育內(nèi)容。鑒于此，本文的第一部分詳細(xì)介紹了該論文的研究目的、研究意義、研究?jī)?nèi)容和研究方法，，分析、研究了國(guó)內(nèi)外關(guān)于非智力因素的研究現(xiàn)狀及研究成果。第二部分對(duì)非智力因素的涵義以及非智力因素與智力因素的區(qū)別和聯(lián)系等進(jìn)行了簡(jiǎn)單概述。第三部分詳細(xì)闡述了培養(yǎng)大學(xué)生非智力因素對(duì)高校思想政治教育工作的意義，其中包括對(duì)教育者、受教育者以及教育過(guò)程的意義。第四部分通過(guò)分析調(diào)查問(wèn)卷的數(shù)據(jù)和內(nèi)容，提出大學(xué)生非智力因素的現(xiàn)狀、存在的問(wèn)題并找出其存在問(wèn)題的原因。第五部分通過(guò)對(duì)大學(xué)生非智力因素存在問(wèn)題的分析、研究，創(chuàng)造性地提出在思想政治教育過(guò)程中對(duì)大學(xué)生進(jìn)行非智力因素培養(yǎng)的可行性途徑。
[Abstract]:With the development of society and the change of times, quality-oriented education has become the focus of higher education. Quality education requires colleges and universities to pay attention not only to the development of mental factors such as intelligence, brain and physical strength, but also to personality, emotion, interest and will of college students in the process of education. The development of non-intellectual factors such as attention. However, the influence of examination-oriented education is deeply rooted in our country. Under the influence of exam-oriented education, colleges and universities often attach importance to the cultivation of intellectual factors such as intelligence and mental ability of college students in the process of ideological and political education, while neglecting the personality, emotion and interest of college students. The cultivation of non-intellectual factors such as will, attention, etc. This often leads to two results: first, educators usually pay too much attention to the social value and social function of ideological and political education, while neglecting the cultivation of college students' personality and character. The educational method adopted by educatee is always external indoctrination, which can not arouse the strong resonance of the educatee. This is one of the reasons why ideological and political education in colleges and universities has not been ideal for a long time. Quality education requires colleges and universities to reform traditional educational methods and contents in the process of ideological and political education. In view of this, the first part of this paper introduces in detail the research purpose, research significance, research content and research methods, analysis, research status quo and research results of non-intelligence factors at home and abroad. In the second part, the meaning of non-intelligence factor and the difference and relation between non-intelligence factor and intelligence factor are briefly summarized. The third part elaborates the significance of cultivating college students' non-intelligence factors to the ideological and political education in colleges and universities, including the significance of educators, educatees and the process of education. In the fourth part, by analyzing the data and contents of the questionnaire, the author points out the present situation of non-intelligence factors of college students, the existing problems and the reasons for the problems. In the fifth part, through the analysis of the problems existing in the non-intellectual factors of college students, the author creatively puts forward the feasible ways to cultivate the non-intellectual factors in the process of ideological and political education.
【學(xué)位授予單位】：燕山大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G641

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本文編號(hào)：1925112