摘要
我国高校德育工作面临的诸多矛盾和问题与德育目标不明确有关。高校德育目标应处理好全面完整与分阶段实施,理论判断与实际操作,以及时代特点与本质特征之间的关系,从而解决层次性、阶段性,实践性和稳定性问题。借鉴国外德育目标设定的经验,我国高校德育目标的设定应在坚持主体性、层次性、渐进性的原则基础上,进行整体系统设计,将培养健全人格作为前置性德育目标,培养合格公民作为基础性德育目标,培养民族精神作为主导性德育目标,培养理想信念作为发展性德育目标。
The problems and dilemmas encountered in the moral education of universities are closely connected with the ambiguity of moral objects. The moral objects of universities should take into the consideration of the relationships between the holistic and the phased implementation, between the theoretical judgment and actual practice, between era characteristics and essential features in order to solve the problems of hierarchy, stages, practice and stability. Learning from the experience of how foreign universities built their moral objects, our universities should obey the rule of holistic, hierarchy and progressivity to reconstruct our moral objects. For the holistic systematical design, the nurture of sound personality should be the preposition moral objects ; the nurture of qualified citizens the basic moral objects ; the cultivation of national spirit the dominating moral objects ; and the cultivation of ideology and faith the developmental moral objects.
出处
《山东高等教育》
2016年第8期36-39,共4页
Review of Higher Education
基金
教育部2011年人文社会科学研究专项任务项目(高校思想政治工作)"高校新校区校园文化建设研究"(11JDSZ2010)
关键词
高校
德育目标
新建构
universities, moral objects, reconstruction
