论中学生合作意识的培养
摘要
知识经济时代是合作取胜、协作竞争的时代,从一定角度讲,没有合作就没有成功。当今,我国的中学生大多是独生子女,由于家庭、社会、学校的应试教育以及市场经济下教育的激烈竞争所导致的诸多负面影响等原因,他们大多合作意识淡薄,合作能力薄弱。这让每一个关心学生成长、发展的思想政治教育工作者不得不站在一个新时代、新思维的、新理论的起点上,认真思考教育中一个更具深刻性的问题——培养学生合作意识,提高学生合作能力。
要有效的培养中学生的合作意识,就必须了解中学生合作意识这一品德的心理结构。因为品德是有结构的整体,品德养成的实质就在于形成一定社会所要求的品德心理结构。中学生合作意识是由合作认知、合作情感、合作意志、合作行为构成,它们相互作用、相互依存,共同构成了中学生合作意识的有机统一体。其中合作行为是中学生合作教育、培养的最终目的,达到最终的知行合一。
我们还应看到中学生合作意识的培养不是一蹴而就的,而是循序渐进、不断升华、不断强化的过程。由于中学生年龄跨度大,又处于青春发育期,生理发生显著变化,心理上变化和发展也较快。从整个人生发展来看,这一阶段也是他们人生观、价值观、思想观念等形成的关键时期,这就使得在对中学生进行合作意识培养时要结合他们这一特殊时期的心理、生理特点考虑,从树立最基本的“尊重意识”做起,进而逐步做到“团体意识”、“亲合他人意识”、“扬长补短意识”。这些共同构成了培养中学生合作意识不可缺少的内容。
在实施具体培养对策过程中,侧重于实践通过集体活动以及家庭所设置的各种合作情景,让学生在使用情境实践中真正体味到合作带给他们的喜、怒、哀、乐,增强合作意识,提高合作能力。其次,利用确立新的教育观念、建立良好的人际关系、加强学校德育建设等来进一步培养中学生的合作意识。
特别指出的是,中学生所表现出来的合作意识淡薄现象已经引起了关注。国家从政策上明确规定了中学生必要的活动时间,使他们有充足的时间发展自己的兴趣和爱好,扩大交往的空间,增加交往的机会。学生在交往活动中合作意识会得到培养,合作能力能够得到提高。但是在实践中我们常常看到,“上有政策,下有对策”,政策得不到真正贯彻实施,一切为了分数,一切围绕应试教育。为此,我们可以试用政府加大监控力度,使教育改革顺利进行,使学生得以全面发展。只有这样,人与人之间才能真正和谐,我们整个社会才会真正和谐。
二十一世纪的教育是以人为中心的、要求促进个人、社会、自然的和谐发展的、关注对现实的适应、对未来的创造的教育。作为一名从教一线的教师,希望自己的学生真正的具有创新精神和实践能力,真正的成长为学会合作、学会生存、学会做人的新型人才。当你觉得自己是一个益于他人益于社会的人的时候,你自己也会享受到一种精神上的愉悦和满足。
The era of knowledge and economy is a time of cooperation, competition and common development. In a certain perspective, the success is inaccessible without cooperation. Nowadays in China, most students in middle school are singleton. Most of them have a weak sense and ability of cooperation because of several negative reasons, such as the concept of exam-oriented education in family, community and school, the fierce competition under the background of market economy. This was also confirmed by the survey of questionnaire. It is the time for the ideological and political education workers, who concern the grow and development of students, seriously consider a more profound problem in education based on the starting point of new era, new thinking, new theoretic: how to train the consciousness and ability of cooperation in students. According to my own teaching practice and the previous studies, the aim of this dissertation is to find an efficient approach to resolve this problem.
In order to enforce the cooperation consciousness in middle school student, it is imperative to know the psychological structure of this morality. As morality is integrity with different parts, the essence of morality formation is to develop a psychological structure required in a certain society. Cooperation consciousness in middle school students is an organic unity made up of cognition, affection, skill and behavior whose relations are interactive and interdependent. For middle school students, the cooperation behavior is the ultimate goal of education and training in cooperation. As a result, the consistence between knowing and doing is achieved.
The training of cooperation in middle school students can not be done overnight, but be a gradual, continuous and intensified process. Because of the large span of age, the effect of puberty and the notable transformations in physiology, the middle school students have significant changes of and psychology in their developments. From the development of the whole life, this phase is a crucial period for the middle school students to form their outlook on life, values, ideas and concepts. Consequently, the consideration about the psychological and physiological characteristics in middle school students is indispensable in the training of cooperation consciousness. From a start of basic sense of responsibility, this is an educated method to solve many problems and will ultimately lead to the formation of consciousness of voluntary participation, accommodation and yangchangbuduan. All of these constitute the indispensable content of fostering cooperation consciousness in middle school students.
In the process of specific training, the principal of consistence between knowing and doing must be followed. This is also the most essential and important principal. In addition, the application of principals including permeability, mutual benefit, mutual respect and scientific is also appropriate. The cooperation consciousness of middle school student can be formed by the combination of several ways, such as the cooperative scenes in collective activities and in families, the perfect interpersonal relations derived from the renovation of concepts as well as the enforcement of moral construction in schools.
In particularly, the necessary activities of middle school students have been defined clearly in the policy of our country. Such is helpful for the students to develop their interests and hobbies, to widen the intercommunication and to increase the chance of intercourse. In the process, the students’cooperation consciousness can be formed and the capability of cooperation can be improved. Despite this, we often found in practice that the polities have not been seriously carried out, namely, there are policies, and there are countermeasures. The reasons of this are that everything focuses on the scores and the exam-orientation. To overcome these pitfalls, the power of government supervision should be enforced to make the education revolution progress smoothly and to achieve the all-round development of students. Only in this way, the harmony of people and society could be realized.
The education of the 21st century is an education which is people-centered. Its purpose aims to facilitate the harmonious advancement of human, society and nature. It also attends to the adaptation of reality and the creativity of the future. As a teacher from the frontline, I hope sincerely that my students could become new type of person with abilities of innovation and practicality. I also hope that they could learn to cooperate, subsist and self-respect. When you consider that you are a person who is benefit to the others and the society, you will in turn enjoy yourself a spiritual pleasure and satisfaction.
要有效的培养中学生的合作意识,就必须了解中学生合作意识这一品德的心理结构。因为品德是有结构的整体,品德养成的实质就在于形成一定社会所要求的品德心理结构。中学生合作意识是由合作认知、合作情感、合作意志、合作行为构成,它们相互作用、相互依存,共同构成了中学生合作意识的有机统一体。其中合作行为是中学生合作教育、培养的最终目的,达到最终的知行合一。
我们还应看到中学生合作意识的培养不是一蹴而就的,而是循序渐进、不断升华、不断强化的过程。由于中学生年龄跨度大,又处于青春发育期,生理发生显著变化,心理上变化和发展也较快。从整个人生发展来看,这一阶段也是他们人生观、价值观、思想观念等形成的关键时期,这就使得在对中学生进行合作意识培养时要结合他们这一特殊时期的心理、生理特点考虑,从树立最基本的“尊重意识”做起,进而逐步做到“团体意识”、“亲合他人意识”、“扬长补短意识”。这些共同构成了培养中学生合作意识不可缺少的内容。
在实施具体培养对策过程中,侧重于实践通过集体活动以及家庭所设置的各种合作情景,让学生在使用情境实践中真正体味到合作带给他们的喜、怒、哀、乐,增强合作意识,提高合作能力。其次,利用确立新的教育观念、建立良好的人际关系、加强学校德育建设等来进一步培养中学生的合作意识。
特别指出的是,中学生所表现出来的合作意识淡薄现象已经引起了关注。国家从政策上明确规定了中学生必要的活动时间,使他们有充足的时间发展自己的兴趣和爱好,扩大交往的空间,增加交往的机会。学生在交往活动中合作意识会得到培养,合作能力能够得到提高。但是在实践中我们常常看到,“上有政策,下有对策”,政策得不到真正贯彻实施,一切为了分数,一切围绕应试教育。为此,我们可以试用政府加大监控力度,使教育改革顺利进行,使学生得以全面发展。只有这样,人与人之间才能真正和谐,我们整个社会才会真正和谐。
二十一世纪的教育是以人为中心的、要求促进个人、社会、自然的和谐发展的、关注对现实的适应、对未来的创造的教育。作为一名从教一线的教师,希望自己的学生真正的具有创新精神和实践能力,真正的成长为学会合作、学会生存、学会做人的新型人才。当你觉得自己是一个益于他人益于社会的人的时候,你自己也会享受到一种精神上的愉悦和满足。
The era of knowledge and economy is a time of cooperation, competition and common development. In a certain perspective, the success is inaccessible without cooperation. Nowadays in China, most students in middle school are singleton. Most of them have a weak sense and ability of cooperation because of several negative reasons, such as the concept of exam-oriented education in family, community and school, the fierce competition under the background of market economy. This was also confirmed by the survey of questionnaire. It is the time for the ideological and political education workers, who concern the grow and development of students, seriously consider a more profound problem in education based on the starting point of new era, new thinking, new theoretic: how to train the consciousness and ability of cooperation in students. According to my own teaching practice and the previous studies, the aim of this dissertation is to find an efficient approach to resolve this problem.
In order to enforce the cooperation consciousness in middle school student, it is imperative to know the psychological structure of this morality. As morality is integrity with different parts, the essence of morality formation is to develop a psychological structure required in a certain society. Cooperation consciousness in middle school students is an organic unity made up of cognition, affection, skill and behavior whose relations are interactive and interdependent. For middle school students, the cooperation behavior is the ultimate goal of education and training in cooperation. As a result, the consistence between knowing and doing is achieved.
The training of cooperation in middle school students can not be done overnight, but be a gradual, continuous and intensified process. Because of the large span of age, the effect of puberty and the notable transformations in physiology, the middle school students have significant changes of and psychology in their developments. From the development of the whole life, this phase is a crucial period for the middle school students to form their outlook on life, values, ideas and concepts. Consequently, the consideration about the psychological and physiological characteristics in middle school students is indispensable in the training of cooperation consciousness. From a start of basic sense of responsibility, this is an educated method to solve many problems and will ultimately lead to the formation of consciousness of voluntary participation, accommodation and yangchangbuduan. All of these constitute the indispensable content of fostering cooperation consciousness in middle school students.
In the process of specific training, the principal of consistence between knowing and doing must be followed. This is also the most essential and important principal. In addition, the application of principals including permeability, mutual benefit, mutual respect and scientific is also appropriate. The cooperation consciousness of middle school student can be formed by the combination of several ways, such as the cooperative scenes in collective activities and in families, the perfect interpersonal relations derived from the renovation of concepts as well as the enforcement of moral construction in schools.
In particularly, the necessary activities of middle school students have been defined clearly in the policy of our country. Such is helpful for the students to develop their interests and hobbies, to widen the intercommunication and to increase the chance of intercourse. In the process, the students’cooperation consciousness can be formed and the capability of cooperation can be improved. Despite this, we often found in practice that the polities have not been seriously carried out, namely, there are policies, and there are countermeasures. The reasons of this are that everything focuses on the scores and the exam-orientation. To overcome these pitfalls, the power of government supervision should be enforced to make the education revolution progress smoothly and to achieve the all-round development of students. Only in this way, the harmony of people and society could be realized.
The education of the 21st century is an education which is people-centered. Its purpose aims to facilitate the harmonious advancement of human, society and nature. It also attends to the adaptation of reality and the creativity of the future. As a teacher from the frontline, I hope sincerely that my students could become new type of person with abilities of innovation and practicality. I also hope that they could learn to cooperate, subsist and self-respect. When you consider that you are a person who is benefit to the others and the society, you will in turn enjoy yourself a spiritual pleasure and satisfaction.
引文
[1] 教育部.基础教育课程改革纲要(试行)[J] .中国教育报,2001,7 月 27 日第 2 版.
[2] 陈艳华.论合作精神与合作教育[J].济南大学学报.1999 ,9(4).
[3] 陈琴,庞丽娟.幼儿合作认知发展特点的研究[J].心理学探新.2002,(1).
[4] [美] 霍尔.陆有铨译.道德教育的理论与实践[M].杭州:浙江教育出版社,2003:9.
[5] [瑞士] 让?皮亚杰(Jean Piaget). 傅统先译.儿童的语言和思维[M].北京:文化教育出版社,1980:6.
[5] 伍国峰.中学生责任教育的实践与思考[D].上海:上海师范大学,2002:16.
[6] 联合国教科文组织总部中文科.教育—财富蕴藏其中[M].北京:教育科学出版社,1996:75.
[7] [瑞士] 让?皮亚杰(Jean Piaget). 傅统先译.儿童的语言和思维[M].北京:文化教育出版社,1980:36.
[8] [美]马斯洛.人的动机理论[M].北京:华夏出版社,1987.
[9] 转引自[美] 霍尔.陆有铨译.道德教育的理论与实践[M].杭州:浙江教育出版社,2003:4.
[10] 转引自[美] 霍尔.陆有铨等译.道德教育的理论与实践[M].杭州:浙江教育出版社,2003:78.
[11] [美] 霍尔.陆有铨等译.道德教育的理论与实践[M].杭州:浙江教育出版社,2003:136—137.
[12] 转引自庞丽娟,陈琴.论儿童合作教育研究与实验[J]. 心理学探新,2002,(1).
[13] 张玉民.新课程教师组织合作学习和创设教学情境能力培养与训练[M].人民教育出版社,2004:55.
[14] [美]柯尔伯格.魏贤超译.道德教育的哲学[M].杭州:浙江教育出版社,2000:5.
[15] 黑格尔.法哲学原理[M].北京:商务印书馆,1979:178.
[16] 、[18] 苏霍姆林斯基.让少年一代健康成长[M].北京:教育科学出版社,1984.
[17] 马克思恩格斯全集(第三卷) [M]北京:人民出版社,1960:34.
[19] 、[20] 张大均.教育心理学[M].北京:人民教育出版社 2003 :97-98 .
[1]李焕明. 思想政治教育要论[M]. 内蒙古:内蒙古大学出版社,2003.
[2]藩菽.意识—心理学的研究[M]. 北京:商务印书馆,1998.
[3]车文博.人本主义心理学[M].杭州:浙江教育出版社,2003.
[4]联合国教科文组织总部中文科.教育—财富蕴藏其中[M].北京:教育科学出版社,1996.
[5]陈琴,庞丽娟.幼儿合作认知发展特点的研究[J].心理学探新.2002,(1).
[6][美]拉瑞﹒P﹒纳希.道德领域中的教育[M].哈尔滨:黑龙江人民出版社 2003.
[7]《德育原理》编写组.德育原理[M] .北京:北京师范大学出版社,1985.
[8]唐思群,屠荣生.师生沟通的艺术[M].北京:教育科学出版社,2001.
[9]陈琦,刘儒德.教育心理学[M] .北京:高等教育出版社,2005.
[10]朱智贤.心理学大辞典[M].北京:北京师范大学出版社,1998.
[11]林崇德.中国独生子女教育百科[M].杭州:浙江人民出版社,1991.
[12]陈培瑞.教育大视野:现代教育改革难点热点问题透析[M].青岛:青岛海洋大学出版社,1999.
[13]林丽慧.如何培养孩子的独立能力[M].珠海:珠海出版社,1998.
[14]朱智贤.儿童心理学[M].北京:人民教育出版社,2000.
[15]陈旭远.学校教育与家庭教育、社会教育[M].长春:东北师范大学出版社,2002.
[16]袁振国.教育新理念[M].北京:教育科学出版社,2002.
[17]王长沛.人,怎样跨入新世纪-21 世纪的教育[M].北京:科学技术文献出版社,1995.
[18]燕国材.教育十论[M].北京:中国建材工业出版社,1999.
[19]张爱卿.现代教育心理学[M].安徽:安徽人民出版社,2001.
[20]曾欣然.德性培育心理学[M].北京:警官教育出版社,1998.
[21]钱道静.重视培养学生的合作意识与能力[J].河南:安阳师范学院学报,2002,(3).
[2] 陈艳华.论合作精神与合作教育[J].济南大学学报.1999 ,9(4).
[3] 陈琴,庞丽娟.幼儿合作认知发展特点的研究[J].心理学探新.2002,(1).
[4] [美] 霍尔.陆有铨译.道德教育的理论与实践[M].杭州:浙江教育出版社,2003:9.
[5] [瑞士] 让?皮亚杰(Jean Piaget). 傅统先译.儿童的语言和思维[M].北京:文化教育出版社,1980:6.
[5] 伍国峰.中学生责任教育的实践与思考[D].上海:上海师范大学,2002:16.
[6] 联合国教科文组织总部中文科.教育—财富蕴藏其中[M].北京:教育科学出版社,1996:75.
[7] [瑞士] 让?皮亚杰(Jean Piaget). 傅统先译.儿童的语言和思维[M].北京:文化教育出版社,1980:36.
[8] [美]马斯洛.人的动机理论[M].北京:华夏出版社,1987.
[9] 转引自[美] 霍尔.陆有铨译.道德教育的理论与实践[M].杭州:浙江教育出版社,2003:4.
[10] 转引自[美] 霍尔.陆有铨等译.道德教育的理论与实践[M].杭州:浙江教育出版社,2003:78.
[11] [美] 霍尔.陆有铨等译.道德教育的理论与实践[M].杭州:浙江教育出版社,2003:136—137.
[12] 转引自庞丽娟,陈琴.论儿童合作教育研究与实验[J]. 心理学探新,2002,(1).
[13] 张玉民.新课程教师组织合作学习和创设教学情境能力培养与训练[M].人民教育出版社,2004:55.
[14] [美]柯尔伯格.魏贤超译.道德教育的哲学[M].杭州:浙江教育出版社,2000:5.
[15] 黑格尔.法哲学原理[M].北京:商务印书馆,1979:178.
[16] 、[18] 苏霍姆林斯基.让少年一代健康成长[M].北京:教育科学出版社,1984.
[17] 马克思恩格斯全集(第三卷) [M]北京:人民出版社,1960:34.
[19] 、[20] 张大均.教育心理学[M].北京:人民教育出版社 2003 :97-98 .
[1]李焕明. 思想政治教育要论[M]. 内蒙古:内蒙古大学出版社,2003.
[2]藩菽.意识—心理学的研究[M]. 北京:商务印书馆,1998.
[3]车文博.人本主义心理学[M].杭州:浙江教育出版社,2003.
[4]联合国教科文组织总部中文科.教育—财富蕴藏其中[M].北京:教育科学出版社,1996.
[5]陈琴,庞丽娟.幼儿合作认知发展特点的研究[J].心理学探新.2002,(1).
[6][美]拉瑞﹒P﹒纳希.道德领域中的教育[M].哈尔滨:黑龙江人民出版社 2003.
[7]《德育原理》编写组.德育原理[M] .北京:北京师范大学出版社,1985.
[8]唐思群,屠荣生.师生沟通的艺术[M].北京:教育科学出版社,2001.
[9]陈琦,刘儒德.教育心理学[M] .北京:高等教育出版社,2005.
[10]朱智贤.心理学大辞典[M].北京:北京师范大学出版社,1998.
[11]林崇德.中国独生子女教育百科[M].杭州:浙江人民出版社,1991.
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