發(fā)布時(shí)間：2019-03-08 12:13

【摘要】：隨著社會(huì)的發(fā)展,社會(huì)各界越來越重視道德教育,感恩教育作為道德教育的內(nèi)容之一也開始進(jìn)入大眾視野。本文從留守兒童感恩教育出發(fā),通過對四川省十四所中學(xué)初中生開展問卷調(diào)查和走訪調(diào)查,得出留守兒童感恩教育的現(xiàn)狀主要表現(xiàn)在:留守兒童感恩教育內(nèi)容單調(diào),主要是對人物感恩教育較多;途徑單一,學(xué)校主要通過課程教學(xué),家庭則是節(jié)日教育;在教育方法上,主要都是通過講道理,擺事實(shí);留守兒童感恩品質(zhì)明顯不如非留守兒童,留守兒童在對父母、老師、同學(xué)以及幫助過自己的人的感恩較差,感恩道德方面也明顯不足,留守兒童對事物的感恩得分相對較高。分析現(xiàn)狀形成的原因得出:留守兒童個(gè)體成長經(jīng)歷,留守兒童身心發(fā)展失衡使得留守兒童不知感恩;家庭教育的溺愛,與父母長期異地分離等原因使留守兒童失去了很多接受感恩教育的機(jī)會(huì);學(xué)校重智育輕德育,德育功能弱化的同時(shí)也弱化了留守兒童的感恩品質(zhì)培養(yǎng);社會(huì)整體道德水平下降,人與人之間出現(xiàn)信任危機(jī)。在對留守兒童感恩教育現(xiàn)狀和形成原因的綜合分析下,本研究提出了系統(tǒng)可行的路徑措施。首先,加強(qiáng)留守兒童的自我修養(yǎng),樹立正確的感恩觀,注重自我反省,重視感恩行動(dòng);其次,重視家庭感恩教育的作用,培養(yǎng)孩子的家庭責(zé)任感,父母以身作則,建立良好的感恩氛圍;再次,改善學(xué)校感恩教育現(xiàn)狀,改變傳統(tǒng)教育模式,重視感恩教育,追求感恩教育實(shí)效,避免形式主義,注重教育創(chuàng)新;最后,創(chuàng)設(shè)和諧的感恩社會(huì)環(huán)境,最終形成家庭、學(xué)校、社會(huì)、個(gè)體"四位一體"的留守兒童感恩教育體系。共同推動(dòng)留守兒童感恩教育工作的開展,助力留守兒童健康成長,促進(jìn)社會(huì)和諧。
[Abstract]:With the development of society, people pay more and more attention to moral education. As one of the contents of moral education, Thanksgiving education also begins to enter the public field of view. This article starts from the left-behind children's gratitude education, through the questionnaire investigation and the interview investigation to the 14 middle school students in Sichuan Province, draws the conclusion that the present situation of the left-behind children's gratitude education is mainly manifested in: the content of the left-behind children's gratitude education is monotonous, Mainly to the character Thanksgiving education more; The way is single, the school mainly through the curriculum teaching, the family is the holiday education, in the education method, mainly by reason, setting facts; Left-behind children are obviously less grateful than non-left-behind children, left-behind children in parents, teachers, classmates and people who have helped their own poor Thanksgiving, Thanksgiving moral aspects are also obviously inadequate, left-behind children's gratitude for things score is relatively high. Analysis of the reasons for the formation of the status quo: left-behind children's individual growth experience, left-behind children's physical and mental development imbalance makes the left-behind children do not know how to be grateful; Because of the coddling of family education and long-term separation from their parents, the left-behind children have lost a lot of opportunities to receive Thanksgiving education, and the school pays more attention to intellectual education than moral education, and the function of moral education weakens the cultivation of Thanksgiving quality of the left-behind children at the same time. The overall moral level of the society has declined, and there is a crisis of trust between people. Based on the comprehensive analysis of the present situation and causes of Thanksgiving education for left-behind children, this paper puts forward some feasible path measures. First of all, strengthen the left-behind children's self-cultivation, establish a correct concept of gratitude, pay attention to self-reflection, emphasis on Thanksgiving action; Secondly, attach importance to the role of family Thanksgiving education, foster children's family responsibility, parents lead by example, establish a good atmosphere of gratitude; Thirdly, improve the present situation of school Thanksgiving education, change the traditional education mode, attach importance to Thanksgiving education, pursue the effectiveness of Thanksgiving education, avoid formalism, and pay attention to educational innovation; Finally, create a harmonious social environment of gratitude, finally form a family, school, society, individual "four in one" left-behind children's Thanksgiving education system. Jointly promote the development of Thanksgiving education for left-behind children, help the healthy growth of left-behind children, promote social harmony.
【學(xué)位授予單位】：西南科技大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G631

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