【作者】 张文翼；

【导师】 赵伶俐；

【作者基本信息】 西南大学 ， 高等教育学， 2012， 硕士

【摘要】 高校教师人格魅力指从事高等教育教师的道德品质、性格气质、教育教学能力对大学生产生的吸引力和感召力。它对大学生的全面发展起着不可估摸的重要作用。其潜在课程功能有二：一是非智力因素发展功能,即促进大学生的学习兴趣、学习动机、情绪、意志、性格、自信心、理想等非智力因素的发展；二是智力因素发展的动力功能。即通过对大学生非智力因素的发展间接地影响和改变智力因素的发展,主要表现在大学生的学习效果上。高校教师人格魅力属于潜在课程,是一种隐性的教育。当下,我国高校较多地强调培养大学生的专业素养,要求学生掌握其专业学科的理论知识及相应技能与实践,而对大学生的智力因素发展以外的非智力因素方面的培养关注较少,忽视了大学生个性的全面发展。研究高校教师人格魅力的潜在课程功能,从潜在课程角度来展现其教育作用,不仅全面而科学的审视教师人格魅力对大学生成才教育的影响,还有利于为高校潜在课程的开发以及高校教师人格魅力的塑造提供可行性建议。在此背景下,我们提出了本研究。本文主要分为四个部分,绪论主要记录了选提前的一些思考,阐明了选择此研究内容的原因、研究的价值和意义,介绍了研究思路与方法以及研究重难点和创新点；第二部分评述了已有研究成果,界定了本研究的主要概念；第三部分提出了高校教师人格魅力的潜在课程功能的理论假设,并通过实证研究论证了本研究的理论假设；第四部分根据调查结果提出了相应的对策和建议。已有理论的研究基础上,结合高校教师人格魅力的本质特征和潜在课程的功能,本研究自编了高校教师人格魅力的潜在课程功能发挥情况的调查问卷,在西南大学、北京理工大学、北京师范大学、石河子大学四所高校随机抽取480名大学生进行了问卷调查。调查结果表明：首先,在大学生对高校教师人格魅力的总体评价中：(1)大学生普遍认同印象深刻的老师对自己产生了积极的影响。(2)大学生受印象深刻的老师的影响主要集中在品德魅力和学识魅力两方面。“积极/非常积极”组和“消极/非常消极”两组学生受教师人格魅力影响存在显著差异。(3)“985”高校学生对教师人格魅力影响程度评价显著高于“211”高校。其次。在高校教师人格魅力的潜在课程功能发挥中：(1)大学生普遍认同高校教师人格魅力对自己非智力因素的发展起作用。(2)大学生普遍认同高校教师人格魅力对自己智力因素的发展起作用。高校教师人格魅力的非智力发展功能与智力因素发展动力功能呈显著正相关。基于调查结果,本研究认为当前高校应该高度重视教师人格魅力对大学生成长产生的巨大的教育价值,高校教师自身也应该意识到自己的人格魅力对学生产生的深远影响,尤其是自己的道德品质和学识。在此基础上,本研究提出了以下建议：一是遵循潜在课程功能发挥的原则；二是重视“文化-心理”层面潜在课程的开发与设计；三是高校教师人格魅力塑造的途径。更多还原

【Abstract】 Personality Charm in Colleges and Universities teachers is the attraction and appeal on college students which composed of moral quality、Character、temperament of teachers. It plays an important role in college students’ all-round development. There are two functions of its Hidden curriculum: The first one is the Non-intellectual factors development function, It Promotes the development of learning interest, learning motivation, emotion, will, character, self-confidence, ideal of college students; The second one is the Power function of the development of intellectual factors, it influences and changes the intelligence development through the development of students ’non-intellectual factors Indirectly, mainly in the students’ learning effect.The personality charm in Colleges and Universities teachers belong to the hidden curriculum, it’s a recessive education. Nowadays, our higher education is more emphasis on training professionalism for students, Require students who master the professional disciplines of theoretical knowledge and The appropriate skills and practice, but Pay less attention to the cultivation of non-intellectual factors in college students, Ignoring the all-round development of the personality of college students. Study on functions of hidden curriculum of personality charm in colleges and universities teachers. From the perspective of potential courses to demonstrate its educational role.Not only comprehensive and scientific exam the effect which from teacher personality charm to students, but also in favor of The development of Universities hidden curriculum and The shape of the teachers’ personality charm in Colleges and Universities. We propose in this study on this basis.Full-text is divided into four sections:Introduction recorded some thoughts about the topic, explained the reasons, value and significance for selecting this research, introduced research’s train of thoughts, methods, emphasis, difficulty and innovation;the second part reviewed of existing researches, defined the main concepts of this study; the third section attractive the theory assumptions of hidden curriculum of Personality Charm in Colleges and Universities teachers, and through empirical research demonstrates the former hypothesis. The last part is that according to the survey result, put forward some corresponding countermeasures and suggestionsOn the basis of existing theory, Combined with The essential characteristics of Personality Charm in Colleges and Universities teachers and the function of hidden curriculum. the author made the questionnaire on Functions of Hidden Curriculum of Personality Charm in Colleges and Universities teachers.and carried out a survey for480university student who were selected randomly in Beijing Institute of Technology, Beijing Normal University, Southwest University. Shihezi University.Survey demonstrations illustrate that:First of all, about the overall evaluation of Personality Charm in Colleges and Universities teachers.(1) Students generally agree that impressed with the teachers had a positive impact on their own.(2) Students by the impressive teacher mainly in two aspects of moral charm and knowledge charm. The "Positive/very positive" group and the "negative/very negative",the two groups of students by teachers charisma affect significant difference.(3)"985" college student degree evaluation of teachers’charisma was significantly higher than "211" colleges.Second, about the Play of Functions of Hidden Curriculum of Personality Charm in Colleges and Universities teachers.(1) Students generally agree that the teachers’ personality charm work on the development of theirs non-intellectual factors.(2)Students generally agree that the teachers’ personality charm play a role in the development of theirs non-intellectual factors. the non-intellectual development capabilities and intellectual factors of Personality Charm in Colleges and Universities teachers showed a significant positive correlation.Based on the findings of this study, the author thinks that the current universities should attaches great importance to the enormous educational value of students’ growth from teachers ’charisma. College teacher should aware of the far-reaching impact of their own personality on students. the mean of moral character and knowledge especially. On this basis, this study made the following recommendations. Firstly, follow the principle of the potential courses which play to. Secondly,emphasis on the development and design of potential courses of the level of "culture-psychological. Lastly, the way of Shaping personality charm of college teachers.更多还原