（论文   字数；28209 页数；36）摘 要:当今世界，人才竞争口趋激烈。人才的竞争实际是人才综合素质的竞争。人文教育是提高学生综合素质、促进其可持续发展的重要教育活动。为此世界各国越来越重视人文教育，以提高人才的竞争力。
本文旨在通过调查学生人文素质现状，分析学校人文教育存在的问题，探讨人文教育对学生可持续发展的价值意义，以及学校进行人文教育的内容与措施。
本文从“人文”“人文素质”“人文教育”的含义出发，分析了学生的人文素质现状：重专业知识学习，轻人文知识教育，导致知识结构不合理，文化素养较差；重职业教育，轻人文教育，导致综合能力较差；重专业技能培养，轻人文素质养成，导致知、行脱节，伦理道德修养较差；重专业知识学习，非专业知识浅薄，导致自身的工具化；功利主义过浓，导致责任感差，价值观失落，人格不健全。同时进一步分析了造成这种状况的原因——学校人文教育的医乏：管理者、教师、学生对素质教育人才培养的目标定位均存在偏差；成熟的人文课程体系尚未建立，课程设置、教学安排不甚合理；学校人文底蕴不厚、氛围不足。人文教育可以改变这种状况，促进学生的成长与可持续发展：人文知识的吸收，有助于学生开阔视野，启迪智慧，培养创新思维；人文知识的陶冶，可形成人文思维，有助于学生塑造健康的心理、完整的人格、丰富的个性；人文教育有助于培养学生的综合能力，提高竞争力；人文精神的培养，有助于学生“精神成人”。总之，人文教育有助于学生的全面成长、可持续发展。
同时，结合我院实际情况，指出学校进行人文教育的内容：首先是传授人文知识，包括法律、哲学类知识，帮助学生确立正确的人生航向；伦理道德类知识，提高学生的伦理道德修养；文学、历史、艺术、语言类知识，帮助学生拓展思维，陶冶情操，提高理解力与表达力；心理、个性等相关知识，培养学生健康的心智、健全的人格。其次是涵养人文精神，注重民族主义、爱国主义、集体主义精神的涵养；注重职业道德精神的培育；注意培养学生可持续发展能力。由人文知识教育到人文精神的内化是一个长期反复的过程，是通过人文知识对人的濡染与涵化，训练人文思维、提高人文能力、培养人文精神的教育，最终达到人的全面、可持续发展。
在此基础上尝试提出学校进行人文教育的措施：树立综合教育、全面成长、可持续发展的教育理念，这是实行人文教育的关键；交叉融合，整合人文课程，这是实行人文教育的重点；多管齐下，营造人文氛围，这是实行人文教育的途径；提高教师人文素质，这是实行人文教育的保障。

关键词：学生,人文教育,可持续发展


Abstract :Today in the world, the competition for talents is fierce day by day. In fact the competition for talents is a competition for comprehensive quality. Humanistic education is an important educational activity. In order to improve students' comprehensive quality and to promote students' integrated development；every country in the world now attaches more and more importance to the humanistic education.
The substance of the text is to analyze the problems of humanistic education existed in current vocational colleges； discuss the significance of the humanistic education and the measures we should take in humanistic education.
From the points of the "humanism", "humanistic quality", "humanistic education", the author first analyzes the situation of humanistic education in current vocational colleges： Firstly, much stress is laid on the study of some of the specific knowledge but little humanistic education. As the result of this, the students cannot have a rational system of knowledge and their cultural accomplishment is poor. Secondly, much stress is laid on vocational education but little humanistic education. The result of this is the poor integrate knowledge of the students. Thirdly, much stress is laid on specific skills but little humanistic quality. This leads to the weak moral principles. Fourthly,the utilitarianism among the students is too strong, and this leads to the weak responsibilities, the lost value and the soundless personality. Then the author further analyses the causes of the present situation:managers, teachers students do not fully understand the educational goal in vocational colleges. A fully-fledged humanistic course system has not been set up. Curriculum offered in the school and the arrangement of teaching is not rational. And the humanistic deposits and atmosphere is still not enough in vocational colleges. The humanistic education can change the situation, promote the students' development. By absorbing the humanistic knowledge, the students can open up the outside world and thus form the humanistic thoughts. It can help the students shape their sound mentality ,the complete personality and rich characters. It can also help develop the students' comprehensive abilities, improving competitive ability. The training of the humanistic spirit can help the students’ over-all，long-acting development efficiently.
On even ground, to combine with the practical situation in our college, the author suggests the content of humanistic education in vocational colleges. Firstly ,by imparting humanistic knowledge, such as the knowledge of law and philosophy，knowledge of moral principles, knowledge of literature, history and art, we can give
the students a clear purpose in life, improve the students’ moral principles accomplishment, help the students to open up their thoughts, mould their temperaments, form the students’ necessary knowledge of mentality and personality, foster the students’ healthy character. Secondly, by training the students’ humanistic spirit, we should not only pay more attention to the student’s nationalism, patriotism and collectivism, but to foster the students’ professional spirits so as to help the students shape their healthy personality. It is a long way from the recognition to the digestion of humanistic education. It can reach its ultimate over-all development of mankind via the influence of humanistic knowledge on mankind, train their humanistic thoughts, improve their humanistic ability and foster their humanistic spirits.
At the same time we should try to offer some measures of humanistic education in vocational colleges, to set up educational ideas of comprehensive education, ideas of all-sided and long-acting development. It is important to cross and fuse humanistic courses. Constructing humanistic atmosphere is the way to carry out humanistic education and improving teachers’ humanistic qualities is the security to carry out humanistic education.


key words： Conational college student; Humanistic education; Long-acting development

目录
摘 要 i
Abstract iii
目录 I
绪 论 1
1研究的背景 1
2研究意义 2
3研究思路与研究方法 2
第1章 人文素质与人文素质教育 3
1.1人文与人文素质概念辨析 3
1.1.1人文素质的含义 3
1.1.2人文素质的结构 4
1.2 人文素质的培育 7
1.2.1“人文教育”的内涵 7
1.2.2人文素质教育的内容 8
1.2.3人文素质教育的特征 9
1. 3加强人文素质教育的意义 11
第二章 人文素质的培育在素质教育中的价值 12
2.1有助于学生开阔视野、启迪智慧、培养创新思维 13
2.2有助于学生塑造健康心理、完整人格、丰富个性 14
2.3有助于培养学生综合能力、提高竞争力 15
2.4有助于学生“精神成人” 17
2.5有助于学生全面成长、可持续发展 19
三 加强学生人文素质培育的措施 20
3.1树立综合教育、可持续发展的教育理念是实行人文素质培育的关键 20
3.2交叉融合、整合人文课程是实行人文教育的重点 21
3.3多管齐下、营造人文氛围是实行人文教育的途径 22
3.3.1人文教育与技术教育结合 22
3.3.2人文讲座论坛与各类活动结合 24
3.3.3显性课程与隐性课程结合 24
3.3.4理论与实践结合，完成知与行的统一 25
3.4提高教师队伍人文素质是实行人文教育的保障 25
四 结束语 27
参考文献 28
致谢 31

绪 论
1研究的背景
随着社会的进步和发展，人们越来越关注对人根本问题的思考。科学技术的飞速发展给人类带来了巨大的物质财富，然而人们在享受科技带来的物质文明的同时，却也充满了忧虑和困惑：盲目追求物质享受而使人们精神空虚，价值关怀消退了，耗尽了，人类精神处于萎缩状态；物欲的膨胀造成了精神危机。这就使得人们不得不审视自己的行为，审视教育中存在的问题。现代教育正朝功利主义或实用主义的方向倾斜，而忽略了其应有的人文关怀和人文精神。在我国，市场经济在给人们带来巨大物质财富的同时，也使得一些人用非常功利性的标准来审视教育，认为人文学科没有即时价值，不能带来明显的效益，在教学中忽视人文学科，对学科中蕴涵的人文精神开发重视不够。在高考制度下，一些学校和教育机构也用非常功利性的目的和手段去发展教育，把分数和升学率作为评价学生和学校的标准，忽视学生人文精神的培养和人文素质的提高。