首页|如何引领卓越人才成长?——"双一流"大学毕业典礼校长致辞的内容分析

如何引领卓越人才成长?——"双一流"大学毕业典礼校长致辞的内容分析

How to Lead the Growth of Outstanding Talents?——The Content Analysis of President's Speech at the Graduation Ceremony of"Double First-Class"Universities

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校长致辞既是传承大学精神的重要载体,又是引领卓越人才成长的关键旗帜.选取38所"双一流"大学本科生毕业典礼校长致辞文本,运用内容分析法研究发现:校长致辞具有篇幅简短凝练、彰显以生为本情怀的特点,并且内容丰富全面,具有指引学生成长方向的作用.但也存在诸多缺撼:同盟话语尚未形成,情感共鸣有待加深;致辞结构基本雷同,个性特征普遍缺失;致辞内容略显空泛,育人效果亟待提升.针对上述缺憾,以引领卓越人才成长为目标,提出如下建议:寻求话语平衡,重塑以生为本教育理念;营造民主氛围,努力塑造学生卓越品质;彰显个性特征,不断提升致辞育人效果.
Graduation speech is not only an important carrier for spreading university culture and inheriting u-niversity spirit,but also a key banner for leading the growth of outstanding talents.Selecting the texts of the presidents'speeches at the undergraduate graduation ceremonies of 38"double first-class"universities and u-sing the content analysis method,it is found that the presidents'speeches are short and concise,showing student-oriented feelings;and the content is rich and comprehensive,guiding the direction of students'growth and so on.However,the alliance discourse has not yet been formed,and the emotional resonance needs to be deepened;the structure of the speeches is basically the same,and the personalities of the presidents are gen-erally missing;and the content of the speech is slightly vague,the effect of educating is in need of enhance-ment,etc.In response to the above shortcomings,with the goal of leading the growth of outstanding talents,some suggestions are put forward,such as seeking a balance of discourse and reshaping the concept of student-oriented education;creating a democratic atmosphere and striving to shape outstanding qualities of students;highlighting the characteristics of individuality and striving to improve the effect of speech in educating people.

double first-classuniversity presidentgraduation speechoutstanding talents

樊华强

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重庆师范大学,重庆 401331

双一流 大学校长 毕业致辞 卓越人才

2021年教育部人文社科项目2023年重庆市教委人文社科研究项目

21YJA88000923SKGH084

2024

现代教育科学
吉林省教育科学院 吉林省高等教育学会

现代教育科学

CHSSCD
影响因子:0.773
ISSN:1005-5843
年,卷(期):2024.(5)
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