全人教育理念下的研究生“全人”素养解析——基于背景要素与能力指标的社会网络分析

On the“Whole-Person”Quality of Graduate Students from the Perspective of Whole-Person Education:a Social Network Analysis Based on Background Factors and Ability Indicators

第四次工业革命的蓬勃发展酝酿着众多的重大技术创新和社会变革,传统的拔尖人才培养模式亟待调整以适应时代对人才的需求和要求。党在十八大报告中强调要将立德树人作为根本任务,全面实施素质教育,即树立全人教育理念。为推进全人教育理念下的研究生培养,明确研究生“全人”素养的要素构成和内部关系,本研究综合运用SPSS和Ucinet软件,从背景要素和能力指标两个维度进行网络分析,阐明背景要素与能力指标之间的关系,并按各项细分能力指标在网络中的地位和影响,将其归纳为基础性要素、中介性要素和边缘性要素。研究结果表明:第一,背景要素中专业与学历层次对研究生“全人”发展的大部分素养具有显著的影响;第二,基础性要素诠释了“全人”培养的核心所在,具体包括乐于接纳欣赏、善于互动、谦逊尊重、三观端正和思维敏捷等内容;第三,中介性要素成为解锁“全人”培养的关键“密码”,涉及信守承诺、号召力和洞察力等内容;第四,边缘性要素为“全人”培养指明了攻坚方向,由个体主动性、乐于接纳欣赏、不耻下问、平等待人及表达能力等指标构成。据此提出以专业特征为参照,课程的调整优化为载体,终身学习机制的构建为主线,不断完善“全人”培养内涵,以期对未来的研究生培养提供有建设性的指导建议。

The vigorous development of the fourth industrial revolution is brewing numerous major technological innovations and social changes,traditional top-notch talent training mode calling for immediate adjustment for it to meet the needs of the time.In its report to the 18th CPC National Congress,the need to set up morality and cultivate people as the fundamental task has been stressed,and to fully implement quality-oriented education,that is,to establish the concept of whole-person education.To push forward this whole-person education concept among graduate students and to clear up the composing elements and their internal relations,we use SPSS and the Ucinet software tools in this study to analyze online the two dimensions of background factors and ability index,and divide them into basic elements,intermediary elements and borderline elements according to their status and impact in this network.The discoveries are as follows:Firstly,professional majors and academic levels of the background elements have a significant impact on the major quality of“whole-person”development of graduate students;Secondly,the basic elements explain the essence of“whole-person”cultivation,including willingness to accept and appreciate,good interaction,humility and respect,correct world outlook and quick thinking,etc;Thirdly,the intermediary elements form the“password”to unlock the mystery of“whole-person”cultivation,which involve commitment,charisma and insight;Fourth,marginal elements point out the critical direction,which consists of initiative,willingness to accept and appreciate,learning from inferiors,equality in interpersonal relationship and expressiveness.Based on this,it is proposed that we are to take the characteristics of professional majors as reference,adjustment and optimization of curriculum as the carrier,construction of lifelong learning mechanism as the main line to constantly improve the connotation of“whole-person”training so as to provide constructive guidance and suggestions for future postgraduate education.