作为青年学生较早接触的思想政治教育课程,《思想道德与法治》处在高校思政课体系的“绪论”位置,起着扣好高校思政课“第一颗扣子”的关键作用。任何一门思想政治教育课,都离不开必要的“灌输”以确保思想政治教育不跑偏、不走样,但实...作为青年学生较早接触的思想政治教育课程,《思想道德与法治》处在高校思政课体系的“绪论”位置,起着扣好高校思政课“第一颗扣子”的关键作用。任何一门思想政治教育课,都离不开必要的“灌输”以确保思想政治教育不跑偏、不走样,但实现“灌输”的方法却要具有启发性,便于学生的理解与接受,并培养辩证思维,通过辩论输出观点形成碰撞和交织,做到灌输性和启发性相统一。基于这样的理论前置,可建构“灌输–启发–辩论”式的课堂建设与实践模型结构,凝练形成“政理–学理–事理–情理”贯通的课程认知框架,在完整的逻辑链条统合之下实现对青年学子世界观、人生观、价值观、道德观和法治观的塑造。As a young student’s earlier contact with the ideological and political education courses, “Ideological Morality and Law” is in the “introductory” position in the system of college and university ideological and political education and plays a key role in deducting the “first button” of the college and university ideological and political education. Any ideological and political education class is inseparable from the necessary “indoctrination” to ensure that the ideological and political education is not biased and does not go out of shape, but the realization of the “indoctrination” method should be inspiring, easy for students to understand and accept, and cultivate dialectical thinking, through the debate Output viewpoints to form collision and intertwine, to achieve the indoctrination and enlightenment of the unity. Based on this theoretical predecessor, we can construct a model structure of classroom construction and practice in the style of “indoctrination-inspiration-debate” and condense the cognitive framework of the curriculum that is consistent with the principles of “politics-academics-substance-situational-sensibility”, so that we can achieve the realization of the worldview, outlook on life and emotions for young people and students under the integration of a complete logical chain. Under the unity of a complete logical chain, we realize the shaping of young people’s worldviews, outlook on life, values, morality, and the rule of law.展开更多
文摘作为青年学生较早接触的思想政治教育课程,《思想道德与法治》处在高校思政课体系的“绪论”位置,起着扣好高校思政课“第一颗扣子”的关键作用。任何一门思想政治教育课,都离不开必要的“灌输”以确保思想政治教育不跑偏、不走样,但实现“灌输”的方法却要具有启发性,便于学生的理解与接受,并培养辩证思维,通过辩论输出观点形成碰撞和交织,做到灌输性和启发性相统一。基于这样的理论前置,可建构“灌输–启发–辩论”式的课堂建设与实践模型结构,凝练形成“政理–学理–事理–情理”贯通的课程认知框架,在完整的逻辑链条统合之下实现对青年学子世界观、人生观、价值观、道德观和法治观的塑造。As a young student’s earlier contact with the ideological and political education courses, “Ideological Morality and Law” is in the “introductory” position in the system of college and university ideological and political education and plays a key role in deducting the “first button” of the college and university ideological and political education. Any ideological and political education class is inseparable from the necessary “indoctrination” to ensure that the ideological and political education is not biased and does not go out of shape, but the realization of the “indoctrination” method should be inspiring, easy for students to understand and accept, and cultivate dialectical thinking, through the debate Output viewpoints to form collision and intertwine, to achieve the indoctrination and enlightenment of the unity. Based on this theoretical predecessor, we can construct a model structure of classroom construction and practice in the style of “indoctrination-inspiration-debate” and condense the cognitive framework of the curriculum that is consistent with the principles of “politics-academics-substance-situational-sensibility”, so that we can achieve the realization of the worldview, outlook on life and emotions for young people and students under the integration of a complete logical chain. Under the unity of a complete logical chain, we realize the shaping of young people’s worldviews, outlook on life, values, morality, and the rule of law.
