Research On Cultivating Academic Moral Autonomy Of Graduate Students

In recent years,with the overall rapid development of graduate education in China,the scale of graduate enrollment has been continuously expanding.However,at the same time,the phenomenon of academic moral misconduct among graduate students has frequently occurred,seriously affecting the high-quality development of graduate education.Strengthening academic and moral education for graduate students has become an important link in their ideological and political education.So why is the current phenomenon of academic moral misconduct among graduate students still repeatedly prohibited?Therefore,we must conduct deeper thinking and exploration:what is the task of academic moral education for graduate students?What academic and moral education methods and approaches should be adopted around this task?Focusing on the above issues,this paper first proceeds from the position of Marx and Engels’ historical materialism moral outlook,based on their relevant thoughts on moral essence and moral autonomy,and believes that the academic moral autonomy of graduate students means that after they have formed a rational cognition of the rationality and inevitability of academic morality,after they have formed an emotional identity of their academic community identity and the academic moral values they share,they become voluntary,conscious Independently practicing academic ethics and demonstrating stable academic moral qualities.The process of achieving academic moral autonomy for graduate students is also the process of integrating their academic moral cognition,emotions,will,and behavior.At the same time,from the perspective of Marx and Engels’ ideas on "the individual in reality" and "the comprehensive and free development of human beings",this paper discusses that the core task of graduate academic moral education is to cultivate graduate students’academic moral autonomy,and further elaborates on the necessity and possibility of cultivating academic moral autonomy.Secondly,through empirical research through questionnaire surveys,it was found that there are issues with graduate students’academic ethics,such as vague understanding of academic behavior norms,weak identification with the academic community,susceptibility to external interference and insufficient determination of academic moral will,and the existence of academic misconduct.Graduate academic ethics education plays an important role in influencing the academic ethics status of graduate students.However,there are currently shortcomings and problems in graduate academic ethics education,such as a single teaching method for academic ethics courses,a lack of academic community belonging education,a lack of guidance and training from mentors,and an inadequate academic regulatory system.Finally,in response to the current problems in the academic ethics and education status of graduate students,it is believed that the education of academic ethics for graduate students in universities should change their educational concepts,return to the original intention of academic ethics education,and focus on cultivating the autonomy of academic ethics for graduate students.In terms of educational methods,dialogue should be used instead of indoctrination to cultivate graduate students’ academic moral rationality.At the same time,attention should be paid to emotional guidance,playing the role of academic community sports,stimulating the sense of belonging of the academic community,returning to the educational value of academic punishment,and reshaping the sense of respect for academic moral norms.On the educational path,it is necessary to establish academic moral education courses,improve teaching efficiency,involve all staff,and permeate the entire process,forming a collaborative and long-term mechanism for academic moral education,reform academic evaluation and supervision mechanisms,and promote self-discipline through heteronomy.