| （摘要内容经过系统自动伪原创处理以避免复制，下载原文正常，德语论文，德语毕业论文，内容请直接查看目录。） 胡锦涛总书记在十七年夜申报中指出：“要周全贯彻党的教导方针,保持育工资本、德育为先,实行本质教导,进步教导古代化程度,造就德智体美周全成长的扶植者和交班人。”这是党和国度对教导事业的成长和人才的造就提出的更高请求。德育与智育作为教导的两年夜内容,有着弗成朋分的必定接洽。德育和智育客不雅上遵守人类熟悉的广泛纪律,但两者在办法论上又表示出认知指向的分歧殊质。巨大作家但丁说过：“品德常常可以填补聪明的缺乏,聪明经常不克不及弥补品德的空白。”在教导范畴,德育占主导位置,智育占中间位置,二者慎密接洽,在古代教导理念下,德育比智育更加主要,但在教授教养理论进程中,重智轻德的景象仍然比拟广泛。智育进程中包含着丰硕的德育身分,施展智育进程中的德育功效对于德育和智育有着双向的增进感化。本文环绕这一成绩停止了积极的思虑摸索,提出了在智育进程中施展德育功效的办法和门路,愿望藉此找到德育与智育的有用联合点,构成教导协力,完成德育与智育的“共赢”局势。论文的详细构造以下：第一章论述了选题的配景、意义,国际外研究现状和论文的研究内容、办法、立异点和难点；第二章从智育、德育的内在、功效和特色及二者的互相关系动手,论述智育进程中的德育要素、德育功效及施展智育进程中的德育功效；第三章联合笔者对周边几所高校的调研,从五个方面体系剖析了智育进程中德育功效施展的现状和作用智育进程中德育功效施展的缘由；第四章摸索性地提出高校智育进程中德育功效有用完成的对策和建议。如：确立准确的教导理念、增强师德扶植、树立新型师生关系、树立迷信考评系统等。 Abstract: General Secretary Hu Jintao in the seventeen big report pointed out: "to carry out in the round the party's education policy, keep working capital, moral education first, implementation of the essence of teaching, improve education, degree of ancient, training Dezhitimei all-round development support and handing over." This is the party and the country to teach the cause of the growth and the talent of the higher request. Moral education and intellectual education as two teaching content, there are indivisible contact necessarily. Moral education and intellectual education objectively observance of humans are familiar with the broad discipline, but both in the way of expressed directional cognitive differences tropes. Dante, a great writer, said: "moral often can fill the lack of intelligence, intelligence often cannot make up for the moral character of the blank." In the field of education, moral education occupies the dominant position, intellectual education accounted for intermediate position, contact cheek by jowl, in the ancient teachings under the concept, moral education than intellectual education is more important, but in the process of the teaching theory, the heavy wisdom light scene is still relatively extensive. Intellectual process contains rich moral identity and display the effect of moral education in the process of intellectual on moral education and intellectual education has a two-way stimulative action. The surround this achievement stopped thinking positive exploration, the efficacy of moral education methods and opportunities in the process of intellectual education display, wish to find moral education and intellectual education useful joint point, poses to teach cooperation, moral education and intellectual education "win-win" situation. Display of intellectual status display in the process of analysis of the investigation of intellectual elements of intellectual hands within the detailed structure of the following: the first chapter elaborates the selected topic background, the significance, the research status and the research contents, methods, innovation points and difficulties; the second chapter from the intellectual, moral education, function and characteristics and mutual relations, this paper discusses the process of moral education, moral education function and display in the process of moral education function. The third chapter and the author of several surrounding universities from five aspects of the system of intellectual moral education efficacy and influence in the process of moral education efficacy reason. The fourth chapter simply touching the university intellectual education in the process of moral education efficacy of useful to complete countermeasures and suggestions. Such as: to establish accurate teaching concept, to enhance the professional ethics, to establish a new relationship between teachers and students, to establish a scientific evaluation system, etc.. 目录: 摘要 3-4 Abstract 4-5 1 绪论 8-13 1.1 选题背景和意义 8-9 1.1.1 选题背景 8-9 1.1.2 论文探讨的意义 9 1.2 国内外探讨近况 9-11 1.2.1 国内探讨近况 9-10 1.2.2 港台及国外探讨近况 10-11 1.3 探讨内容、措施和创新之处 11-13 1.3.1 探讨内容 11 1.3.2 探讨措施 11-12 1.3.3 论文中的新见解及难点 12-13 2 智育与德育相关关系理论 13-24 2.1 智育的内涵及功能特点 13-15 2.1.1 智育的内涵 13 2.1.2 智育的特点及功能 13-15 2.2 德育的内涵及其功能特点 15-18 2.2.1 德育的内涵 15-16 2.2.2 德育的特点及功能 16-18 2.3 智育与德育的相互关系 18-19 2.3.1 内在统一性 18 2.3.2 相互渗透性 18 2.3.3 相互促进性 18-19 2.4 智育过程中的德育功能 19-24 2.4.1 智育过程的德育要素 19-20 2.4.2 智育过程的德育功能 20-21 2.4.3 发挥智育过程中的德育功能 21-24 3 高校智育过程中德育功能发挥的近况略论 24-41 3.1 调研措施 24 3.1.1 文献资料法 24 3.1.2 问卷调查法 24 3.1.3 数理统计与逻辑略论 24 3.2 高校智育过程中德育功能发挥近况 24-37 3.2.1 从德育类课程设置略论 24-26 3.2.2 从课堂教学中德育体现情况略论 26-30 3.2.3 从教师对德育的认知略论 30-31 3.2.4 从教师对德育的践行略论 31-35 3.2.5 从教学管理中德育体现情况略论 35-37 3.3 原因略论 37-41 3.3.1 作用智育过程中德育功能发挥的内在因素略论 37-38 3.3.2 作用智育过程中德育功能发挥的外在因素略论 38-40 3.3.3 结论 40-41 4 高校智育过程中德育功能有效实现的对策探讨 41-57 4.1 确立正确的教育理念 41-43 4.1.1 树立\"育人为本,德育为先\"的教育理念 41-42 4.1.2 坚持智育过程中始终贯穿德育的教育理念 42-43 4.2 加强师德建设 43-46 4.3 建立新型师生关系 46-49 4.4 建立科学的考评体系 49-53 4.4.1 创新教师考评体系 49-51 4.4.2 创新学生考评体系 51-53 4.5 加强课前课后实践环节 53-57 结语 57-58 致谢 58-59 参考文献 59-62 附录一 62-65 附录二 65 |
