角色视阈下90后辅导员思想政治工作的创新
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摘要
随着手机终端原住民95后成为高校大学生主要群体,作为互联网原住民的90后辅导员进入高校,成为思想政治辅导员群体中的新生力量。在角色视域下,90后辅导员的角色呈现为思想政治教育培养者、日常管理引导者、生活学习协作者、专业事务工作者。90后辅导员思想政治工作的创新,应坚持问题导向,回归初心与使命,加强核心能力,强化协商对话,提升媒介素养,抓好平台建设,树立90后辅导员"大学教师""学生导师"的良好职业形象。
The post-1995 generation, the major users of mobile phones, have become college students. Meanwhile, colleges have the post-1990 generation as counselors, who are the major Internet users, and they become a new force in ideological and political counselors.From the perspective of role, their roleis presented as acultivator inideological and political education,a guide and administrator in daily life, a collaborator balancing students' study and life, and a worker dealing with professional affairs.They should strengthen core competencies and the awareness of consultation and communication. They should improve the ability of using media, do a good job in platform construction, and build a good professional image as the "college teacher" and "students' instructor".
The post-1995 generation, the major users of mobile phones, have become college students. Meanwhile, colleges have the post-1990 generation as counselors, who are the major Internet users, and they become a new force in ideological and political counselors.From the perspective of role, their roleis presented as acultivator inideological and political education,a guide and administrator in daily life, a collaborator balancing students' study and life, and a worker dealing with professional affairs.They should strengthen core competencies and the awareness of consultation and communication. They should improve the ability of using media, do a good job in platform construction, and build a good professional image as the "college teacher" and "students' instructor".
引文
[1]杨燕婷.大学迎来互联网“原住民”时代[J].中国教育网络,2015(9):16-18.
[2]百度CBG用户消费事业群组.90后洞察报告[A/OL].(2014-09-04)[2018-04-10].http://www.199it.com/archives/271861.html.
[3]白净.高校辅导员角色冲突及定位研究[D].大连:辽宁师范大学,2012:2-3.
[4]何萌.高校辅导员核心能力建设问题研究[D].济南:山东大学,2016:2.
[5]马林海.大学生思想政治教育范式转换与辅导员核心能力的提升——基于互联网思维的视角[J].高校辅导员学刊,2015(5):49-53.
[6]POTTER W J.Argument for the Need for a Cognitive Theory ofMedia Literature[J]. American Behavioral Scientists, 2004(48):266-272.
[7]阮一帆,创新思想政治教育(思想纵横)[N].人民日报,2016-08-22(7).
[8]李虹.媒体融合环境下受众协商式解读模式的重释[J].荆楚学刊,2017(2):64-67.
[9]普通高等学校辅导员队伍建设规定(教育部43号令)[A/OL].(2017-09-21)[2018-04-10]. http://www.sohu.com/a/253924195_684229.
[2]百度CBG用户消费事业群组.90后洞察报告[A/OL].(2014-09-04)[2018-04-10].http://www.199it.com/archives/271861.html.
[3]白净.高校辅导员角色冲突及定位研究[D].大连:辽宁师范大学,2012:2-3.
[4]何萌.高校辅导员核心能力建设问题研究[D].济南:山东大学,2016:2.
[5]马林海.大学生思想政治教育范式转换与辅导员核心能力的提升——基于互联网思维的视角[J].高校辅导员学刊,2015(5):49-53.
[6]POTTER W J.Argument for the Need for a Cognitive Theory ofMedia Literature[J]. American Behavioral Scientists, 2004(48):266-272.
[7]阮一帆,创新思想政治教育(思想纵横)[N].人民日报,2016-08-22(7).
[8]李虹.媒体融合环境下受众协商式解读模式的重释[J].荆楚学刊,2017(2):64-67.
[9]普通高等学校辅导员队伍建设规定(教育部43号令)[A/OL].(2017-09-21)[2018-04-10]. http://www.sohu.com/a/253924195_684229.