【作者】 陈娟；

【导师】 谢守成；

【作者基本信息】 华中师范大学 ， 思想政治教育， 2022， 博士

【摘要】 面对世界百年未有之大变局,实现建成社会主义现代化强国目标,靠的是教育、科技和人才,高度重视大学生的社会实践能力提升,是培养担当民族复兴大任时代新人的重要举措。长期以来,党和国家高度重视大学生社会实践育人工作,始终把社会实践作为高校人才培养的有效途径。在高校、政府、社会的共同努力下,我国大学生社会实践育人取得了较大成绩,但新的环境下,大学生社会实践育人质量还有较大的提升空间。深入研究大学生社会实践育人的特点和规律,把握大学生社会实践育人的本质内涵,明确大学生社会实践育人的构成要素和育人机理,系统梳理大学生社会实践育人的历史发展,科学论证大学生社会实践育人质量提升的可行路径,不管是从理论还是实践角度都显得十分必要且迫切。大学生社会实践育人质量提升研究,是大学生社会实践育人由“好不好”转向“优不优”的时代命题。本文以习近平新时代中国特色社会主义思想为指引,以马克思主义相关理论为指导,以思想政治教育理论为基础,以教育学、社会学、管理学、经济学等多学科理论为借鉴,深入剖析大学生社会实践育人质量的本质内涵,整体探究大学生社会实践育人质量提升的理论依据,科学梳理大学生社会实践育人质量提升的历史与现状,深入探察大学生社会实践育人质量提升的目标、原则和路径,在问题意识、理论视野、理论基础、论述方式等方面均有一定的拓展和优化。导论立足中国实际,提出大学生社会实践育人质量提升问题,并在国内外相关文献系统梳理和评述基础上,进一步明确核心问题、基本理论以及着眼应用、关注实践的研究路线。第一章注重大学生社会实践育人的理论阐释。本文在厘清大学生社会实践、大学生社会实践育人、质量、育人质量等核心概念的基础上,提出大学生社会实践育人质量的内涵。在界定内涵的同时,本文阐明了大学生社会实践育人的特征,具体表现为理论与实践的双向融通性、个体与群体的互惠融和性、校内与校外的协同融汇性、现实与虚拟的交织融合性、传统与现代的更迭融创性。接着,阐释了大学生社会实践育人的主体要素、客体要素、介体要素和环体要素等四个构成要素。最后分析了大学生社会实践的育人过程,即大学生通过贴近社会引发客观认知、通过认知社会产生积极情感、通过情感认同形成正确态度、通过内生驱动促成正向行动。第二章主要研究大学生社会实践育人的理论依据。大学生社会实践育人首先应当立足于马克思主义哲学基本原理,以马克思主义实践论、认识论为理论基石,以人的全面发展理论为价值指引,以教育与生产劳动相结合理论为现实参照,着重以习近平总书记关于教育的重要论述为战略指引。其次,还应该以思想政治教育学理论为根据,遵循思想政治教育过程理论、关于人的品德形成的规律和科学的评价理论。最后,还应该以教育学主体教育思想、社会学群体理论、管理学组织管理理论、经济管理学质量管理理论等学科知识为理论借鉴,为大学生社会实践育人质量提升探寻牢固的基本遵循和理论支撑。第三章主要回顾我国大学生社会实践育人质量提升的历史。综观新中国成立以来我国大学生社会实践育人发展历程,可分为萌芽起步(1949年-1966年)、艰苦探索(1966年-1978年)、扎实推进(1978年-2012年)和蓬勃发展(2012年至今)四个阶段,形成了坚持党的领导是保障、坚持社会主义办学方向是根本、育人主体高度重视是前提、多措并举大力推进是重点、合力机制构建是关键等大学生社会实践育人质量提升的基本经验。第四章主要考量大学生社会实践育人质量提升的现实。本文重点通过结构访谈和调查问卷的实证研究方法,以湖北省高校为样本进行20名团组织负责人访谈和5000名学生问卷调查。在近4万字访谈记录整理研究和4229份有效问卷的数据分析基础上,了解到当前大学生社会实践育人观念认知整体积极向好、组织机构协同性较好、活动内容丰富多样、线上社会实践形式受到重视、机制比较完善、阶段性成效较好,但当前影响大学生社会实践育人质量提升的主要问题是:育人主客体重视程度不够、实践活动内容形式供需匹配度不高、实践育人机制不全、评价标准针对性不强等,进而用回归分析法深入探索出影响社会实践育人质量的核心因素。第五章主要研究大学生社会实践育人质量提升的目标和原则。提出大学生社会实践育人质量提升应以立德、启智、健体、益美、促劳为价值目标,并提出大学生社会实践育人质量提升遵循的方向性、整体性、持续性、预见性和突破性等原则。第六章主要研究大学生社会实践育人质量提升的实施路径。对理论和实证研究加以总结和升华,提出提升大学生社会实践育人质量的系统化路径。一是观念创新:转变教育观念、优化宣传理念、凝聚观念合力。二是体制机制创新:构建统筹协调的大学生社会实践育人组织机构、实践育人导向鲜明的人才培养机制和长效可行的大学生社会实践育人保障制度。三是内容形式创新:加强与网络育人、文化育人、科研育人、组织育人和资助育人的深度融合。四是方式方法创新:协力协作推进“家+校+生+社”协同化建设、分层分类推进“产+学+研+创”基地化建设、多维多元推进“点+线+面+体”智能化建设。五是评价体系创新:评价指标清晰化、评价主体多元化、评价方法科学化。本文可能的创新之处在于从理论上尝试系统剖析了大学生社会实践育人的构成要素和育人过程,从方法上尝试理论分析与实证调查、定性研究与定量研究的更深层次的结合,从内容上尝试系统提出大学生社会实践育人质量提升的创新路径。社会实践是青年学生练就过硬本领的“大熔炉”。当代青年成长成才道路有其鲜明的时代坐标、整体环境和创新导向。高校在新时代发挥社会实践的育人功能,就是要不断优化大学生社会实践育人的战略思维和实践路径,为学生参与社会实践创造更多的机会,提供更好的条件和更大的平台。更多还原

【Abstract】 In the face of profound changes unseen in a century,to achieve the goal of powerful socialist modernization depends on education,science,technology and talents.Attaching great importance to the improvement of college students’ social practice ability is an important measure to cultivate a new generation of young people capable of shouldering the mission of national rejuvenation.For a long time,Party and state have attached great importance to the social practice education of college students,and have always taken social practice as an effective way to cultivate talents in colleges and universities.With the joint efforts of colleges and universities,the government and the society,great achievements have been made in the social practice education of college students in China.However,in the new environment,there is still much room for improving the quality of the social practice education of college students.It is necessary and urgent to have an in-depth study the characteristics and laws of college students’ social practice education,grasp the essential connotation of college students’ social practice education,clarify the constituent elements and education mechanism of college students’ social practice education,sort out the historical development of college students’ social practice education,and demonstrate the feasible path to improve the quality of college students’ social practice education,whether from the perspective of theory or practice.The research on improving the quality of college students’ social practice education is a main part in the new era that college students’ social practice education has changed from "good" to "excellent".It scientifically combs the history and current situation of the quality improvement of college students’social practice education,deeply explores the objectives,principles and paths of the quality improvement of college students’ social practice education,and has certain expansion and optimization in the aspects of question consciousness,theoretical vision and basis,the way to discuss,etc.Based on China’s reality,the research puts forward the issue of improving the quality of college students’ social practice education,and further defines the core issues,basic theories and research routes focusing on application and practice on the basis of systematic combing and reviews of the relevant literature at home and abroad.The first chapter focuses on the theoretical interpretation of college students’ social practice education.On the basis of clarifying the core concepts of college students’ social practice,college students’ social practice education,quality and education quality,this dissertation puts forward the connotation of college students’ social practice education quality.While defining the connotation,this dissertation expounds the characteristics of college students’ social practice education,which are embodied in the two-way accommodation of theory and practice,the reciprocal integration of individuals and groups,the collaborative integration of inside and outside schools,the interweaving and integration of reality and virtualization,and the alternation and innovation of tradition and modernity.Then,it elaborates the four elements of college students’ social practice education:subject,object,intermediaryt and environment.Finally,it analyzes the educational process of college students’ social practice,that is,college students get into the society to develop the objective recognition,generate positive emotion through knowing the society,form correct attitude through emotional identity,and promote positive action through endogenous drive.The second chapter mainly studies the theoretical basis of college students’ social practice education.The education should be based on the theory of ideological and political education,follow the process theory of ideological and political education,the law of the formation of human morality and scientific evaluation theory.What’s more,we should also use the knowledge of pedagogy,sociology group theory,the organizational management theory in management,quality management theory in economic management and other knowledge in various disciplines as theoretical reference to develop a solid basic compliance and theoretical support for improving the quality of college students’ social practice education.The third chapter mainly reviews the history of improving the quality of college students’ social practice education.Taking a comprehensive view of the development process of college students’ social practice education in China since the founding of the People’s Republic of China,it can be divided into four stages:starting(1949-1966),exploring(1966-1978),developing(1978-2012)and blooming(2012 to now).To improve the quality of college students’ social practice education,the basic experience has been gained—adhering to Party’s leadership is the guarantee,and sticking to the socialist direction of running a school is the fundamental;Being highly valued by the main educators is the premise,and multi-pronged approaches and joint institutional efforts are the key.The fourth chapter mainly considers the results of improving the quality of college students’ social practice education.It focuses on the empirical research methods of structural interview and questionnaire,and takes colleges and universities in Hubei Province as the sample to conduct interviews with 20 persons in charge of the Youth League and a questionnaire survey of 5000 students.Based on the research of nearly 40,000 words of interview records and the data analysis of 4229 effective questionnaires,we learned that:the current college students’ awareness of the concept of social practice education is positive as a whole;the organization is well coordinated;the content of activities is rich and diverse;the online social practice forms are valued and the mechanism is relatively perfect,and the phased results are good.However,the main problems affecting the improvement of the quality of college students’ social practice education still exist.For example,the weight of educator and educatee put on education is not enough;the content and form of practical activities do not meet the need of education;the mechanism of practical education is not complete,and the evaluation criteria do not fit the practice.In the end,the research used regression analysis method to explore the core factors affecting the quality of social practice education.The fifth chapter mainly studies the objectives and principles for improving the quality of college students’ social practice education.It proposed that:the quality improvement of college students’ social practice education should take morality,intelligence,fitness,beauty and labor promotion as the value objectives;and the principles of the quality improvement of college students’ social practice education:keeping the direction,maintaining the integrity and sustainability,predicting the results in advance,and guaranteeing the innovation.The sixth chapter mainly studies the approaches of improving the quality of college students’ social practice education.Summarize and sublimate the theoretical and empirical research,and put forward a systematic approach to improve the quality of college students’ social practice education.The first is the concept innovation,including the transformation of educational concepts,the optimization of publicity ideas,thus cohering the ideas.The second is the innovation of system and mechanism,including the construction of an overall and coordinated organization for college students’ social practice education,a talent training mechanism with clear guidance for practice education,and a longterm and feasible guarantee system for college students’ social practice education.The third is the innovation of content and form,which is mainly reflected in further integration of educating by network,culture,scientific research,organization and financial aid.The fourth is innovation in ways and methods:coordinate and cooperate to promote the collaborative construction of "Home-SchoolStudent-Community",the construction.of "Production-Learning-Researc-Innovation" base,multidimensional and diversified promotion of stereoscopic intelligent construction,etc.The fifth is the innovation of evaluation system,including clarifying the evaluation indicators,diversifying the evaluation subjects,and making the evaluation methods more scientific.The possible innovation is to try to systematically analyze the constituent elements and process of college students’ social practice education in theory,try to strengthen the combination betwenn theoretical analysis and empirical investigation,qualitative research and quantitative research,and try to put forward a new path to improve the quality of college students’ social practice education.Social practice is a "melting pot" for young students to acquire excellent skills.The road of contemporary youth growth and success has its distinctive charactertistics of the times,environment and orientation of innovation.To give full play to the educational function of social practice in the new era is to constantly optimize the strategic thinking and practical path of college students’ social practice education,create more opportunities for students to participate in social practice,and provide the students better conditions and larger platforms.更多还原