【作者】 雷小波；

【导师】 孙俊三；

【作者基本信息】 湖南师范大学 ， 高等教育学， 2013， 博士

【摘要】 职业人格是指人作为职业的权利和义务的主体所具备的基本人品和心理面貌。作为个体从事一定职业所必备的最核心的基本素质,职业人格蕴含着一定社会主流的价值取向和人的自由发展需求,是人的自然属性和社会属性的集中体现。学校教育是人类独有的专门的培养人的社会实践活动,作为学校教育重要组成部分的高等职业教育(以下简称高职教育)必须关注学生人格发展。不仅如此,原本就是指向特定人才培养规格的类型教育,高职教育要培养“适应生产、建设、管理、服务第一线需要的高等技术应用性专门人才”,就必须重视对高职学生这一“准职业人”群体的职业人格的培养。现代职业教育理念将职业教育解读为“允许个性和性格的和谐发展,培养精神价值和人的价值,培养理解、判断、鉴别和自我表达的能力”,从而“成为每一个人的普通基础教育的一个组成部分,为了解科学技术、职业领域和人的价值以及做一个有责任心的公民打下基础”,①可见,重视学生职业人格的生成和培养,是高职教育实现工具理性和人文关怀的和谐一致,真正回归教育的本源的应有之义。笔者以高职学生为研究对象,围绕职业人格这一主题,从教育学和心理学,尤其是积极心理学的视角探讨高职学生职业人格生成和培养的相关问题。文章从五个方面进行了论述。第一部分:阐述研究动机和研究意义,对前人的研究成果进行梳理,确定研究思路和研究方法。职业人格是高职学生未来应对社会矛盾、问题和压力,适应社会急速变化并推动社会前进发展的内在动力,高职院校应对学生职业人格的生成和培养肩负起应有的责任。第二部分:通过梳理职业人格培养的理论发展动态展开对职业人格培养的理论思考。文章从教育哲学的理想出发,运用心理学的方法,分析本研究的理论基础并对本文涉及的相关概念作出界定。文章的理论基础主要包括教育哲学和心理学,尤其是全面发展理论和积极心理学思想为本研究提供了主要而直接的理论依据。在此基础上,笔者对人格、职业人格、高职学生职业人格等概念进行了界定并系统阐释了高职学生职业人格的特点及其要素,高职学生职业人格具有职业指向性、不稳定性和发展性、务实性和创新性等特点,主要包括好学创新的职业发展能力、乐群友善的职业性格倾向、公正合作的职业协作能力、克己谨慎的职业规范意识、感恩贡献的职业价值观、正直诚实的职业操守等要素。第三部分:基于积极人格心理学关于人格是生理机制、外在行为和社会环境交互作用的结果的基本观点,笔者对高职学生职业人格的生成机制和发展逻辑进行了分析,揭示了学生职业人格的生成和发展是个体生理机制和包括学校在内的外部环境相互作用,经由认知性的职业要素(职业知识、技能、操作规范、职业道德规范等)、内生性的职业素养以及外显性的职业行为提升为更高层次的内生性的职业人格的过程。与完成了社会化过程的成熟的职业人相比,处在求学阶段的高职生的职业人格生成有其独特规律,作为提供外部环境影响的学校教育应该清晰地认识高职生职业人格的发展逻辑,有针对性地开展教育实践。第四部分:高等职业教育鲜明的“职业性”和目前中国高职教育对接社会经济发展和市场需求的人才培养模式直接影响着高职学生人格的养成。同接受普通教育的学生相比,高职生表现出比较明显的职业人格萌芽。因此,笔者采用问卷调查和访谈,试图通过丰富的实证资料来了解和把握高职学生的人格特质和高职院校在学生职业人格生成和培养方面所存在的问题并进行归因分析。研究表明,高职学生拥有众多积极人格特质,最为突出的主要表现在“心灵层面”,最不突出的则主要属于认知层面。学生人格发展的特点应该成为学校进行职业人格教育的生理前提。然而,学校教育的现状并不尽如人意,职业人格的培养缺乏科学性、系统性和目的性,问题主要表现在理念的“能力本位”论、目的的“功利化”、专业和课程的“实用论”、学生的“工具化”和方法的“消极性”。通过实证研究,笔者期望呼吁教育者们了解和研究高职生的人格特点,审视和改良学校教育的现状,弘扬学生的主体性,为学生职业人格的发展提供积极的外部环境。第五部分:笔者试图从树立积极乐观的教育理念和探索科学有效的学校教育实践两个方面探讨高职学生职业人格生成和培养的学校教育应然。高职院校应树立以人为本、积极乐观的教育理念,乐观解读高职学生职业人格的生成,积极促进学生自我实现和自我发展。在“人本”理念引领下,高职院校应该充分发挥专业育人机构的重要作用,着力构建全员参与、全面实施、全程跟进的职业人格生成和培养系统:重视教师整体专业发展,发挥专业课教师独特的教育优势,构建以职业人格为核心的人才培养目标,改革教育形式,通过专业教育、现有人格教育载体的教学活动,专业实习和社会实践,营造良好的校园文化环境全方位实施职业人格教育。同时,加强对家庭和社会的教育引导,让学生在职业人格生成和发展的整个过程中能积极体验,自主发展,形成应有的职业人格。更多还原

【Abstract】 Vocational personality is the basic character and psychological profile of a person who is the main body of right and obligation in the workplace.As the core quality individuals possess to engage in certain occupation,vocational personality contains the value orientation of the mainstream of society and free development needs of people.It is the centralized reflection of people’s social attribute and natural attribute.School education is a kind of social activity which is an exclusive of human beings to cultivate talents.The higher vocational education,as an important component of school education,should concern the personality development of students.In addition to that,as a talent-oriented education,the higher vocational education should emphasize the cultivation of vocational personality of its students,so that it can train higher technology applied talents to satisfy the needs of production,construction,management and service at the first line.According to the modern concept of vocational education,vocational education is interpreted as allowing the harmonious development between personality and character,fostering spirit and individual values,cultivating the capacity to understand,judge,identify and express,so that the vocational education can become the component of individual’s basic education,and lay the foundation for individuals to know technology,profession,individuals’values,and to become responsible citizens.Therefore,cultivating students’ vocational personality assumes an important mission of the real return to the origin of education,and realization of the harmonious unity of instrumental rationality and humanistic care in higher vocational education.The present research probes into problems of development and cultivation of vocational personality from the perspective of education and psychology,especially positive psychology,with the higher vocational students as an object of study.The dissertation consists of five parts.The first part describes the motives and significance of the research,sorts out results of previous studies,and determines the research thinking and methods.Vocational personality is the internal impetus of students to cope with social problems and pressure,adapt to the rapid social changes,and push the development of society.Higher vocational college should take the responsibility for the development and cultivation of students’vocational personality.The second part analyses the theoretical base of the research and defines the related concepts.The theoretical base includes Educational Philosophy and Psychology.The thoughts emphasizing improvement of individuals’ personality and integrated development provides major and direct theory for this research.Based on this,the author gives definitions to personality,vocational personality and vocational personality of vocational college students.The author also expounds the elements of vocational personality of vocational college students,which include professional development ability containing learning power and innovation,professional character tendency containing gregariousness and kindness,professional cooperative ability containing justice and team cooperation,professional standard consciousness containing self-control and caution,occupation values containing gratitude and dedication,professional ethics containing integrity and honesty.In the third part,based on the positive personality psychology’s claim that personality is formed as a result of interaction among physiological mechanism,behavior and social environment,the author analyzes the generative mechanism and development logic of vocational students’ personality,revealing that the cultivation and development of vocational students’ personality is a process of interaction between individual physiological mechanism and external conditions,shifting from cognitive vocational elements such as vocational knowledge,techniques,operating regulations,vocational moral standards,etc.,implicit vocational qualities and explicit vocational behavior to higher level of implicit vocational personality.Compared with those well socialized professionals,vocational students on campus have uniqueness in their personality’s cultivation,and thus school education,which provides external environment,should be clearly aware of the development logic of vocational students’ personality and carry out the education with a clear aim.The fourth part brings out the view that the distinct“professionalism”of higher vocational education and the current talents cultivation mode,which china’s higher vocational education meets the social economic development and market demand,directly influence the development of higher vocational students’ personality.Comparing to the students who receive general education,the higher vocational students present the more obvious vocational personality.Therefore,this paper adopts the methods of questionnaire and interview,trying to understand and grasp the higher vocational students’ personality traits and the problems existing in higher vocational college’s developing and cultivating the students’ vocational personality through rich empirical data,then does the attribution analysis.The research reveals that higher vocational students have many positive personality traits,which most distinctly behave in "spiritual level",while least in cognitive level.The characteristics of students’ personality development should become the physical premises of vocational personality education in school.However,the current situation of education is not satisfactory,as the cultivation of vocational personality lacks scientific,systemic and purpose,which are mainly attributed to the "competence-based" in concept,"utilitarianism"in purpose,"pragmatic theory" in major and curriculum,"instrumentalization" in students,and "negativity" in method.Through empirical research,appealing for the educators to understand and study the higher vocational students’ personal traits,to examine and improve the condition of school education,to promote the students’ subjectivity,and to provide positive external environment for the students’ vocational personality development is to be expected.In the fifth part,the author tries to explore the ways of school education to develop and cultivate students’ vocational personality from perspectives of positive educational idea and systematic education practice.The higher vocational college should set up the"human-oriented" and positive educational idea,hold an optimistic attitude toward development of students’ vocational personality,and actively promote students’ self-actualization and self-development.As professional education institutions,they should establish the cultivation and development system with full participation,full implementation and follow-up of the whole process.The colleges should stress the teachers’professional development and exploit their unique advantages in professional teaching,taking the cultivation of vocational personality as a core goal in education.They should reform the education pattern.That is to say,through professional education,personality cultivation-oriented teaching activities,professional training and social practice,they should create favorable campus culture and carry out the all-around vocational personality education.Meanwhile,the guidance of family and social education should be enhanced to help the students experience the cultivation and development of vocational personality.The deserved vocational personality will be cultivated through autonomous development.更多还原