论网民理性爱国表达

近几年我国网民数量增长迅速,已经成为全球第一大网民数量国家。网民在网上进行爱国表达时有其独特的方式和特点:情感化、自主性、动员性、即时性和匿名性;网民非理性爱国表达的危害:损害外交关系和国家声誉、不利于我国社会的和谐稳定、容易诱发地区和国际冲突;引导网民理性爱国表达的途径:多元社会参与主体、多样舆论引导手段、增强政府网上信息主导力、确立网络道德规范。

智媒体语境下大学生爱国表达的新样态和引导策略

大学生爱国表达是其爱国主义情怀的具象化显现。智媒体以其可视化叙事模式、靶向性数据驱动、在场式沉浸营造为大学生爱国表达创设了“情感场”、凝结了“聚力群”、建构了“互动链”,成为大学生爱国表达的新场域。在智媒体语境下,大学生积极释放爱国热情,呈现出从“宏大叙事”到“具象投射”、从“个体燃情”到“群体共振”、从“短时围观”到“常态在场”的爱国表达新样态,同时也面临智媒体技术带来的潜在异化风险。我们要用好智媒体,因势利导、廓清价值、技术赋能,把握大学生爱国表达的主流态势,再造爱国主义教育场景,引导大学生的爱国情怀理性生根,引领青年学子成为爱国奋斗的青春力量。

抗美援朝时期教会大学的爱国表达与身份重构——以金陵大学为中心的考察

当“抗美援朝”成为国家意志,并随着动员宣传成为社会主流话语时,社会各阶层不可避免地要在这一语境下作出回应。教会大学因其深厚的美国背景,在抗美援朝时期成为一个特殊的社会存在,然而,这种身份的特殊性不仅没能成为其反美爱国的障碍,相反催生出更加激烈的民族主义情绪。教会大学师生以积极的姿态投入到控诉美帝罪行、参加军事干校、肃清美帝文化侵略等运动中,对“抗美援朝”表现出了高度的情感认同和实践认同。在此过程中,教会大学不断地进行自我改造,并积极配合国家对旧式高等教育的改造,最终完成了身份的重构。

试论思想政治课教学中爱国主义的正确表达

作为思想政治老师，如何在课堂里表达爱国主义思想，关系到一个老师对于我国和世界其他国家对于很多关键分歧的精心分析，和一种恰当的方式去表达，所以应用理性的分析和指导在爱国主义思想表达方面是极其重要的。

五四时期与当代青年学生爱国主义表达方式的异同及思考——以青岛市中学生为例

爱国主义是激励我国各族人民自强不息、团结奋斗的强大力量。五四运动时期青年学生通过游行请愿、罢课、街头演讲、抵制日货等实际行动来表达自己的爱国主义情怀。当代青年学生爱国主义表达方式更多的是依赖于互联网手段,更加趋于理性和个性多样。学生爱国主义的表达受到社会环境的影响,因此,有必要做好青年学生网络爱国主义表达的规范与引导,使其学会正确地表达爱国主义情怀.

Love Expressions by American and Chinese University Students

Male and female speech is different in many ways. This study intends to compare and contrast love expressions used by American and Chinese university students. The participants of 40 university students, including American male university students, American female university students, Chinese male university students, and Chinese female university students, were selected randomly. Each of them was given one questionnaire. There was an introductory question, which aimed at finding out whether the participants would choose to express their love in verbal or written language, and if they would, how they would express it. Then the participants were channeled into the four different parts. Results showed that male university students of both nations were more eager to express their love and also had less constraints and pressure compared with their female counterparts did. American university students of both genders were more open and direct when they expressed their love, whereas Chinese university students of both genders were more reserved and tended to express their love indirectly.