基于“三全育人”理念的网络伦理教育路径探索  

On the Approach to Cyberethics Education in Universities from the Perspective of“All-round Education”

作　　者：杨金丹[1] YANG Jindan(School of Economics and Management, Anhui Agriculture University, Hefei 230036, China)

机构地区：[1]安徽农业大学经济管理学院,安徽合肥230036

出　　处：《安徽农业大学学报（社会科学版）》2021年第4期136-140,共5页Journal of Anhui Agricultural University:SOC.SCI.

基　　金：安徽农业大学习近平新时代中国特色社会主义思想研究中心招标课题“新时代高校开展网络伦理教育的路径选择”(ZX2018yb03);安徽省高校人文社会科学研究项目“新就业形态下大学生‘网红’的生成逻辑及教育引导机制研究”(SK2020A0136)。

摘　　要：高校网络伦理教育作为网络思想政治教育的重要内容之一,既要考量大学生在网络空间中的行为规范,又要防范网络事件和舆情对大学生的影响。高校网络伦理教育需要专业教学层面和思想政治教育层面共同应对。专业教学层面主要由涉及到计算机、网络等专业的核心课程教师和其他专任教师通过课堂教学渗透的方式传授计算机专业伦理规范、网络资源使用规范等内容。思想政治教育层面则由行政管理服务队伍和思想政治教育工作队伍以隐性课程、认知道德教育、品格教育和服务学习等方式开展。两个层面形成合力将网络伦理教育贯穿至教育教学和学生成长成才全过程,形成“三全育人”格局。As an important part of the network ideological and political education,the cyberethics education should not only consider the behavior norms of college students in the cyberspace,but also guard against the bad influence of network events and network public opinion on college students.The cyberethics education entails a joint effort by professional teaching and ideological and political education.For professional teaching,the core course teachers of computer,network and other majors should teach specialized professional ethics in the classroom.The ideological and political education,on the other hand,needs to be carried out by the administration staff,service staff,and the special team for ideological and political education,in forms of hidden curriculum,cognitive moral education,character education and service learning.The two sides generate a cohesive force,to make the cyberethics education permeate the whole process of education,thus forming the pattern of“all-round education”.

关 键 词：“三全育人” 网络伦理教育 路径 

分 类 号：G641[文化科学—高等教育学]