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大学生获得感的内涵与价值及其积极心理学意蕴

The Connotation and Value of College Students’ Sense of Gain and Its Positive Psychological Implication

教育研讨 / 2021,3(2)：234-239 / 2021-04-26 469 604

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• 作者： 张文江      赵小云     
• 单位：

  淮北师范大学教育学院，淮北

• 关键词： 获得感；大学生；积极心理学
• Sense of gain; College students; Positive psychology
• 摘要： 立德树人是教育的根本任务，以此为始点，大学生获得感的概念内涵应包含思想政治道德获得感、学业知识技能获得感和身心健康素质获得感三个基本方面。从实现目标来看，让大学生在接受高等教育过程中既要有实在的获得，也要产生积极合意的主观体验，满足精神价值的追求。从实现路径来看，大学生获得感的满足既需要大学生自身的奋斗追求，也需要高校提供硬件和软件的支持。从积极心理学的角度分析，积极人格的形成是大学生获得感满足的内在条件，良好环境的创建是大学生获得感满足的外在条件。获得感的满足有助于大学生共享教育教学改革与发展的成果，从中产生实在的获得与积极的体验，从而有助于大学生综合素质的发展，为未来人生幸福打下基础。
• Establishing morality and cultivating people is the fundamental task of education. As a starting point, the concept of College Students’ sense of gain should include three basic aspects: the sense of ideological and political morality, the sense of academic knowledge and skills, and the sense of physical and mental health quality. From the point of view of achieving the goal, college students should not only have real gain in the process of receiving higher education, but also produce positive subjective experience to meet the pursuit of spiritual value. From the perspective of realization path, the satisfaction of College Students’ sense of gain needs not only the pursuit of college students themselves, but also the support of hardware and software provided by colleges and universities. From the perspective of Positive Psychology, the formation of positive personality is the internal condition of College Students’ sense of satisfaction, and the creation of a good environment is the external condition of College Students’ sense of satisfaction. The satisfaction of sense of gain is helpful for college students to share the fruits of educational reform and development, and produce real gain and positive experience, thus contributing to the development of College Students’ comprehensive quality and laying a foundation for their future happiness.
• DOI： https://doi.org/10.35534/es.0302037
• 引用： 张文江， 赵小云． 大学生获得感的内涵与价值及其积极心理学意蕴［J］． 教育研讨，2 0 2 1，3（2）：2 3 4 -
  2 3 9.