基于文化存在论教育学的精神赋能情感性课堂探索研究

Research on Spiritual Empowerment and Emotional Classroom Exploration Based on Cultural Existentialism in Education

培养“大国工匠”是新时期党和国家对职业教育的热切期盼,必将引起职业教育课堂改革。文化存在论教育学将优雅心灵和人文素养的培育作为职校生的精神成长的过程,故情感性课堂的构建重点突出在三个方面:首先,将“技能报国”精神融汇在情感性课堂体系之中,激励职校生逐渐形成“於穆不已”的大国工匠信念。其次,把“内在幸福”理念渗进在情感性课堂体系之中,激励职校生逐渐树立“匠心筑梦”的报国志向。第三,将“转技成智”理念融入在情感性课堂体系之中,鼓励职校生逐渐提升技能的实践智慧。

Cultivating “great country craftsmen” is the ardent expectation of the party and the state for vocational education in the new era, which will inevitably lead to the classroom reform of vocational education. Cultural ontology pedagogy takes the cultivation of elegant mind and humanistic quality as the spiritual growth process of vocational school students, so the construction of emotional classroom focuses on three aspects: First, integrate the spirit of “serving the country with skills” into the emotional classroom system, and encourage vocational school students to gradually form the belief of “Yu Mu unceasingly”. Secondly, the concept of “internal happiness” is infiltrated into the emotional classroom system to encourage vocational school students to gradually establish the ambition of “building dreams with ingenuity” to serve the country. Third, integrate the concept of “turning technology into intelligence” into the emotional classroom system, and encourage vocational school students to gradually improve their practical wisdom of skills.