广东省特殊教育专业公费定向师范生入学动机调查研究
Investigation and Research on the Enrollment Motivation of Special Education Undergraduate Public-fee Normal Students in Guangdong Province
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- Keywords: Special education major; Public-fee normal students; Enrollment motivation特殊教育专业; 公费定向师范生; 入学动机
- Abstract: This study investigated the enrollment motivation of special education undergraduate Public-fee Normal Students in Guangdong Province. According to the survey, the four motivations of Public-fee Students are career ideal, economic subsidy, employment security and others’ influence. The motivation of public-fee students is influenced by grade, gender, home address and monthly family income. Among them, the first admission motivation of different grades is different. The first motivation for admission of public-fee students in 2018 is “career ideal”, and the first motivation for admission of public-fee students in 2019 is “employment security”. In this regard, the government departments should implement the responsibility and innovate the enrollment system; the training institutions should optimize curriculum and innovate the training mode; the students should improve their sense of self-efficacy and clarify their identity and make clear their identity. In this way, the public students can strengthen the faith of education, strengthen the consciousness of grass-roots subordinate education, make them willing to take root in special schools, dedicate their professional life, and truly achieve the goal of “education”.本研究对广东省特殊教育专业公费定向师范生的入学动机进行调查， 结果发现：特教公费生的四大入学动机依次是职业理想、经济补贴、就业保障 和他人影响，年龄、性别、家庭住址、家庭月收入等是影响入学动机的相关因素。 其中，不同年级的首要入学动机存在显著差异，2018 级特教公费生的首要入学 动机为“职业理想”，2019 级特教公费生的首要入学动机为“就业保障”。对 此，政府部门需要落实责任，革新招生制度；培养院校应当优化院校课程设置， 创新培养模式；学生个体则需注重自我效能感的提升，明确自我身份。循此路径， 特教公费生方能坚定教育信念，增强基层从教意识，从而乐意且坚定扎根于特 殊学校，奉献职业生命，真正做到为“教育”而来。特殊教育专业；公费定向师范生；入学动机
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论麦金太尔对当代中国教育学的两大贡献
Two Great Contributions of Macintyre to Contemporary Chinese Pedagogy
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- Keywords: Macintyre; Chinese pedagogy; After virtue; Marxism麦金太尔; 中国教育学; 德性之后; 马克思主义
- Abstract: The development of contemporary Chinese pedagogy can’t be separated from the intakes of Western advanced thought theory and knowledge achievement. As one of the most influential ethicists in the West, Macintyre relied on the book “After Virtue” to provide the theoretical basis and knowledge premise for contemporary Chinese pedagogy, and enriched the research results in the field of pedagogy. The educational community can not ignore Macintyre's contribution. Macintyre has two major contributions to contemporary Chinese pedagogy: First, Macintyre takes virtue ethics as the core, and it has an important enlightening meaning to the knowledge production such as the pursuit of inherent virtue, civic moral education, and teacher's moral understanding in the field of pedagogy thoughts research. Second, as an Aristotle Marxist, Macintyre has a deep Marxist complex. He uses dialectical materialism and historical materialism as the ideological basis and analysis methods, and creatively put forward the world-renowned virtue ethics thought. He also influenced the knowledge production of Chinese pedagogy with virtue ethics, and finally promoted the construction of contemporary Chinese Marxist pedagogy in theory.当代中国教育学地发展，离不开对西方先进的思想理论和知识成果地摄入与吸取。作为西方最具影响力的伦理学家之一，麦金太尔依傍《德性之后》一书，对当代中国教育学供给了理论基础和知识前提，丰富了教育学科领域的研究成果，教育学界不能忽视麦金太尔的贡献。麦金太尔对当代中国教育学主要有两大贡献：一是在思想上，麦金太尔以德性伦理思想为内核，对教育学研究领域中的内在德性追寻、公民道德教育、教师德性理解等知识生产具有重要的“启发意义”；二是在理论上，身为亚里士多德式的马克思主义者，麦金太尔具有深厚的马克思主义情结，他以辩证唯物主义和历史唯物主义作为思想基础和分析方法，创造性地提出了享誉世界的德性伦理思想，他又以德性伦理思想影响中国教育学的知识生产，最终推动建构当代中国的马克思主义教育学形态。
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