高职学生人文素质教育载体创新研究与实践  

On Designing Creative Programs to Develop Humanity Quality of Higher Vocational College Students

作　　者：张玲[1] 胡类明[1] 

机构地区：[1]武汉职业技术学院,湖北武汉430074

出　　处：《武汉职业技术学院学报》2014年第6期5-8,17,共5页Journal of Wuhan Polytechnic

摘　　要：科学教育与人文教育的交融与整合,共同构成高等教育文化素质教育全部。以目前高职学生素质教育面临的实际情形而言,素质教育的重点,便是人文素质教育的加强与贯彻。通过文献及案例研究方法,对高职学生人文素质教育的涵义、内容、目标及其载体创新进行了研究,在分析人文素质所包含的人文知识、人文精神、人文行为等三方面内容的基础上,提出了高职学生人文素质教育促进学生"自我管理、自我教育、自我服务、自我发展"、达致学生"成人、成才、成功"、实现学生"德智体美劳全面发展"的三大功能目标,对高职学生人文素质教育载体进行了结构设计,概括列举了通识类载体、传播类载体和实践类载体等三类载体的具体创新形式,对武汉职业技术学院在人文素质教育载体的理念设计及其依托"五全"育人、人文讲堂、竞技赛场、户外素质拓展基地、节庆习俗体系、精品社团活动等人文素质教育载体开展的实践探索进行了深度解读和分析。The paper points out that the interaction of science education and whole essence of quality education on the part of delivery of quality education, it suggests that paper, the connotation of humanity quality, higher vocational education. Given humanity education constitutes the the present situation faced with the the focus should be on intensifying the training programs. In this the content, goal and effective forms of training program for developing humanity quality are reviewed. It maintains that humanity quality includes three aspects-humanity knowledge, essence and behavior. Thus, the training program should aim to promote higher vocational college students＇ ability of self-management, self-education, self-service and self-development and help students become a whole human being, to develop their full potential and achieve success. To this end, paper puts forward three main channels of delivering humanity education： lecturing, media communication and experiencing activities. It also illustrates some creative forms and, in particular, gives an insight into such experiencing activates as sports contest, outdoor embodiment activities, festival celebration etc.

关 键 词：高职学生 人文素质 教育载体 产教融合 

分 类 号：G64[文化科学—高等教育学]