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1.
在新的时代条件下,高等院校思想道德修养课也面临着新的挑战,若继续发挥其育人育才的作用就必须充分重视起思想道德修养课对大学生幸福感的培养.本文较详细地阐述了思想道德修养课的教育目的、教学内容、教学过程、教学手段与培养大学生幸福感之间的关系,以期为今后的思想道德修养课开辟出一片新天地. 相似文献
2.
思想道德修养课是对大学生进行思想道德教育的主渠道和主阵地。传统的教学模式存在着严重的弊端,使思想道德修养课的吸引力和实效性大打折扣。丰富教学内容、采取多种方式改革思想道德修养课教学势在必行。文章就思想道德修养课程教学改革的多种发展趋势进行探索。 相似文献
3.
高校"思想道德修养"课贯彻《纲要》精神的思考 总被引：1，自引：0，他引：1
陈勇 《思想理论教育导刊》2001,(12):13-15
本文从把握大学生思想道德状况入手,论述了高校"思想道德修养"课贯彻<纲要>精神的重要性;提出要充实和拓展"思想道德修养"课的教学内容;要把握和突出"思想道德修养"课的教学重点;要改进和创新"思想道德修养"课的教学方法;要推进"思想道德修养"课的课程建设. 相似文献
4.
文章对《思想道德修养》课的实效性进行探讨 ,从认真分析学生的思想状况着手 ,使教学有的放矢 ,力求课堂教学具有生动性和感染性 ,同时发挥《思想道德修养》课的延伸作用 ,使《思想道德修养》课真正成为青年大学生的良师益友 ,达到《思想道德修养》课的实效性。 相似文献
5.
"思想道德修养"课教学方法新探 总被引：1，自引：0，他引：1
王伦光 《湖州师范学院学报》2004,26(4):83-85
“思想道德修养”课是对大学生进行系统思想道德教育的主渠道和主阵地，对大学生的成长与成才至关重要。但由于受传统教学观念的影响，其教学效果并不尽如人意。要提高“思想道德修养”课的教学实效，必须改变传统的教育理念和教学方法，以利于大学生健康成长。 相似文献
6.
杨玉春 《新乡师范高等专科学校学报》2005,19(3):140-141
思想道德修养课是对大学生进行思想道德教育的主渠道。为达到教学目的和实现教学目标,要求思想道德修养课教师自身要有良好的政治修养、道德修养和知识素养,应针对学生的思想观念、道德意识的实际并运用真实的、现实的、典型的案例进行教学。 相似文献
7.
"思想道德修养与法律基础"课承担着对当代大学生进行马克思主义理论教育和提高学生道德素质及道德修养的任务,是对大学生进行思想政治教育的主渠道和主阵地之一。当前国内改革和建设快速发展,新情况新问题层出不穷,"思想道德修养与法律基础"课的教学对象、环境都发生了新的变化,"思想道德修养与法律基础"课教学面对新的形势还有许多不适应的方面,影响了"思想道德修养与法律基础"课的教学效果,而民办高等职业院校的基础课教学面临着更为严峻的挑战,本文试从课程教学方面对"思想道德修养与法律基础"课进行与时俱进的探索和改进。 相似文献
8.
刘秀兰 《呼伦贝尔学院学报》2005,13(3):83-84,80
本文通过分析 《大学生思想道德修养课》教学中面临的客观因素和教学自身存在的问题,从丰富教学内容,改进教学手段和方法,提高师资队伍水平三个方面提出了相应的对策,探讨提高《大学生思想道德修养课》教学水平. 相似文献
9.
思想道德修养课传统的授课模式已经不适应学生的实际情况,从小学到大学一以贯之的政治课教学模式,学生已经感到厌烦.思想道德修养课如何给新入学的大学生一个全新的内涵,赋予它特殊的教育意义.这就为思想道德修养课教师提出了改革教学方式,避免“老生常谈,假大空“,增强思想道德修养课针对性、实效性的问题.笔者经过多年教学实践,认为思想道德修养课中讨论式教学的运用,可以深化学生对教学内容的理解,调动学生积极主动地思考问题,还对大学生的成长成才产生了一定的影响,为大学生所接受、所认同. 相似文献
10.
杨涛 《黔东南民族师专学报》2004,22(2):83-85
文章对《思想道德修养》课的实效性进行探讨，从认真分析学生的思想状况着手，使教学有的放矢，力求课堂教学具有生动性和感染性，同时发挥《思想道德修养》课的延伸作用，使《思想道德修养》课真正成为青年大学生的良师益友，达到《思想道德修养》课的实效性。 相似文献
11.
《Journal of Teaching in Social Work》2013,33(1-2):89-110
ABSTRACT Although frequently challenging, faculty advising continues to be a crucial component of social work education. Yet the current diversity of students, educational programs, and field placements present many ethical dilemmas to the faculty advisor. This paper explores the administrative, educational, and supportive roles of the faculty advisor, the inherent conflicts which develop and the effects of these conflicts on the ethical advising of social work students. Similar to the classroom teacher, the faculty advisor can positively model ethical social work practice to students. Case examples from faculty advisors are used to study ethical dilemmas which arise in promoting social work values of self-determination and confidentiality. Recommendations are made to promote ethical practice among faculty advisors. 相似文献
12.
传统的思想道德修养课存在诸多问题,单纯的说教很难使大学生思想道德修养得以养成。社会实践与品德课结合的培养模式的实施,通过教师正确的引导加上大学生的亲身感受和具体实践,不仅可以培养和提高大学生的综合素质、实践能力和创新精神,而且也能使大学生思想道德修养得到升华,从而成为服务社会,对社会有用的人才。 相似文献
13.
《Journal of College Student Psychotherapy》2013,27(4):284-294
Mandatory counseling is a widespread and commonly accepted practice on college campuses throughout the nation. This practice bestirs heated controversy and ethical challenges when college administrators require students to undergo counseling in instances of misconduct that pose little danger to self or others. Apparently many counselors actively and approvingly undertake mandatory therapy with students; others take exception and decline to undertake involuntary counseling; and still others acquiesce by undertaking mandatory counseling with students despite their ethical objections to this coercive clinical practice. This article will highlight the rationales for ethical objections to mandatory counseling. 相似文献
14.
韩超 《安庆师范学院学报(社会科学版)》2011,30(3):110-113
艺术设计教育的伦理观培养需要教师在艺术设计教育中培养学生的伦理观念,在相关的理论和技法教学中使学生树立良好的职业道德、正确的价值观以及强烈的责任感,然后再通过设计实践的形式使学生巩固和贯彻这种伦理观念。 相似文献
15.
Janet M. Joiner 《Journal of Teaching in Social Work》2019,39(4-5):361-373
ABSTRACTAttention has been given to the revised National Association of Social Workers (NASW) Code of Ethics that guides social worker use of technology. The revision of the NASW Code of Ethics has signaled a transition in the profession toward ethical online practice using modern techniques and contemporary tools. Practicing social workers are applying these new ethical standards, and many social work educators are doing so when using information and communication technologies with students. However, little research focuses on teaching social work students about digital ethics and professional online conduct. This paper explores the importance of preparing social work students for ethical online behavior. 相似文献
16.
本从本质上对道德信念这个概念的含义进行了具体的剖析，指出了道德信念的作用主要在它是道德动机的最高形态，它能够把学生的道德需要、道德意志、道德意识转化为实际的道德行为，希望广大德育工作要采取各种有效的措施，创造一切条件，让广大学生广泛参加道德实践活动，让他们的道德概念、道德知识在道德实践中转化为坚定而又正确的道德信念。 相似文献
17.
Universities are paying increased attention to how they might support the ethical development of their students as one of a range of graduate attributes that will enable them to negotiate increasingly complex professional, civic and personal futures. Scenario-based learning is a long-standing strategy used in ethical teaching, and this paper describes and evaluates a version of this approach as applied to a second year undergraduate tutorials module. A quantitative assessment of the development of students’ ethical sensitivity over the course of two deliveries of the module shows an uneven impact but also some encouraging trends. A detailed qualitative analysis of how students responded to each scenario identifies five factors that appear to precipitate more in-depth reflection on ethical problems, and these are presented as useful points of guidance for teachers writing ethical scenarios for the first time or for those aiming to hone their existing practice. These factors include the challenge of devising circumstances which appear realistic and plausible to contemporary undergraduate students, constructing scenarios which encourage readers to reflect on and test their personal values, and portraying events which push students to intervene proactively and so take individual responsibility for their decisions and actions. 相似文献
18.
Assisting student teachers to understand the ethical nature of their work and developing the moral vocabulary to deal with ethical dilemmas of practice are vital components of initial teacher education. The study explores ethical dilemmas experienced by 100 student teachers in their final year of their teaching degrees while on practicum. The data examined were written reflective statements of each of the 100 students’ ethical dilemmas. The study found that, while some types of ethical dilemmas seem universal, a more situated theory of initial teacher education ethics is required to understand the particular sociocultural factors that inform the nature of teacher practice in context-specific environments. Our study highlights the need for preservice teacher education focusing on student teachers finding their own authentic ethical voice, through the examination of ethical dilemmas via critical thinking and the wider examination of the political, historical and social contexts that led to the dilemma. The dilemmas faced by the students were likely to be, in part, identifiable with fellow student teachers in other countries, but we argue that dilemmas are strongly contextualised. Our study is useful for educators working with student teachers in the practicum environment to instil confidence in student teachers to follow their own moral compass. 相似文献
19.
Karen McArdle Jacinta Birchley Jayne Bruce Alison Hurrell Sandra Paterson Mary Stephen 《Educational Action Research》2015,23(1):68-84
Using participatory action research (PAR), this paper explores the ethical practice of students engaged in practitioner research in a higher education context. Using narrative enquiry, the paper explores the participants’ experiences of practitioner research, including ethical dilemmas that resulted from a conflict of values between the practitioner and research roles. We postulate a multi-dimensional approach to ethical practice known as ‘ethical posture’ emerging from our consideration of conceptions of inquiry that resulted in contrasting ethical behaviour. 相似文献
20.
Angela Hadjipanteli 《Curriculum Journal》2013,24(4):448-463
AbstractThe article aims to introduce the epistemology of aretaic pedagogy as a refreshing paradigm of good teaching, situating at its centrality, instead of a knowledge-based perspective, a virtue-based approach to education. Its origins are in Aristotelian virtue ethics, which premise the acquisition of intellectual and ethical virtues as the highest good of the good life. Aretaic pedagogy is therefore constructed on the basis of the theory of virtue development and deliberates teaching as an ethical, virtue-driven practice. Its epistemological framework depends largely on three components: the notion of teaching as a practice, the embodiment of internal goods in teaching/learning and the harnessing of students’ private knowledge. Dialogue, beauty and play are proposed as the main internal goods within the students’ learning, which can act as key sources of their practice of virtues. As concerns a teacher’s pedagogical presence, it is argued from a dual professional prospect: the technological and the ethical. Therefore, a teacher is called to exercise a nexus of epistemic, technical, poetic and ethical virtues. 相似文献