论立德树人视域下的大学生第二课堂“金字塔模型”  

Pyramid Model of College Extra-curricular Courses from the Perspective of Morality Constitution and Talent Cultivation

作　　者：宋丹[1] 曾剑雄[1] SONG Dan;ZENG Jianxiong(Dalian University of Technology,Dalian 116024,Liaoning,China)

机构地区：[1]大连理工大学,辽宁大连116024

出　　处：《扬州大学学报（高教研究版）》2019年第1期56-65,81,共11页Journal of Yangzhou University（Higher Education Study Edition）

基　　金：全国教育科学规划"十三五"基金项目"制度伦理视域下高等教育公平实现路径研究"(BIA150115);大连理工大学研究生教学改革与研究基金"研究生培养全过程质量监督与淘汰机制创新实践专项"(GJ2014018)

摘　　要：在立德树人教育理念指引下,第二课堂作为大学生综合素质、能力培养的有效载体需要满足学生的发展需求,服务于学生的全面成长成才。以立德树人理念为依据,尊重学生个体需求,把握全面成长实际需要,建立第二课堂"金字塔模型"。这一模型融合了立德树人的教育理念,提出了学生参与、学生投入、学生学习和学生发展四个层级内容,其中每个层级又包含各自的内在要素。该模型充分考虑了学生发展的多样化需求,适应学生的主体性发展,不仅为我国高校大学生成长的差异性提供了具体的诠释,也为国家政策制定、高校教育实践和大学生的自主发展提供了参考依据。Under the guidance of the educational idea of"morality constitution and talent cultivation,"college extra-curricular courses should play their role of cultivating students’ comprehensive quality and capability and satisfy their developmental demands. The"pyramid model"of extra-curricular courses is composed of four levels of participation,devotion,learning and development of students,with each level constituted of its respective internal factors. This model takes into full account students’ diverse developmental demands and adapts to their subjective development,not only offering specific interpretation to the development diversity of Chinese college students but also providing references for college educational practice and the independent development of college students.

关 键 词：立德树人 第二课堂 金字塔模型 

分 类 号：G644.4[文化科学—高等教育学]