思想政治理论课“问题式”教学的方法论
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摘要
正确的方法论指导是思想政治理论课"问题式"教学有效实施的前提。马克思主义的整体性理解和把握是"问题式"教学"应然"的方法论取向;马克思主义整体性视阈下现实问题的关照是"问题式"教学"应然"的致思理路;"灌输"原则下教师主导地位的秉持与坚守是"问题式"教学"应然"的原则立场;课程目标"锚定"下的课程知识和课程知识意识形态价值意蕴的掌握与领悟,是"问题式"教学"应然"的知识价值观。
An appropriate methodological guidance is necessary for the effective implementation of"problem-based teaching" in ideological and political theory course. The holistic understanding and grasp of Marxism is the methodological orientation of "ought to" in "problem-based" teaching. From the perspective of Marxist holism, the concern of practical problems is the thinking way of "ought to" in"problem-based" teaching. Adhering to the teacher's leading position under the principle of"indoctrination" is the principle position of "ought to" in "problem-based " teaching. The mastery and comprehension of curriculum knowledge and the ideological value implication of curriculum knowledge under the anchorage of curriculum objectives are the "due" knowledge values of "problem-based"teaching.
An appropriate methodological guidance is necessary for the effective implementation of"problem-based teaching" in ideological and political theory course. The holistic understanding and grasp of Marxism is the methodological orientation of "ought to" in "problem-based" teaching. From the perspective of Marxist holism, the concern of practical problems is the thinking way of "ought to" in"problem-based" teaching. Adhering to the teacher's leading position under the principle of"indoctrination" is the principle position of "ought to" in "problem-based " teaching. The mastery and comprehension of curriculum knowledge and the ideological value implication of curriculum knowledge under the anchorage of curriculum objectives are the "due" knowledge values of "problem-based"teaching.
引文
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[2]习近平.在哲学社会科学工作座谈会上的讲话[M].北京:人民出版社,2016:14.
[3]习近平.关于协调推进“四个全面”战略布局论述摘编[M].北京:中央文献出版社,2015:86.
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[5]吴敬琏.路径依赖与中国改革——对诺斯教授演讲的评论[J].改革,1995(3):57-59.
[6]中共中央编译局.马克思恩格斯文集(第10卷)[M].北京:人民出版社,2009:231.
[7]中共中央编译局.列宁全集(第26卷)[M].北京:人民出版社,1998:192.
[8]谌林.马克思对正义观的制度前提批判[J].中国社会科学,2014(3):17-30.
[9]中共中央编译局.马克思恩格斯选集(第3卷)[M].北京:人民出版社,1995:434.
[10][18]习近平谈治国理政[M].北京:外文出版社,2014:165.174.
[11]刘小枫.现代性社会理论绪论[M].上海:三联书店,1997:521.
[12]习近平首次点评“95后”大学生[N].人民日报,2017-01-03(2).
[13]邓小平文选(1975—1982年)[M].北京:人民出版社,1983:105.
[14]习近平向全国广大教师致慰问信[N].人民日报,2013-09-10(1).
[15]中共中央编译局.马克思恩格斯文集(第1卷)[M].北京:人民出版社,2009:571.
[16]胡卫平.情绪对创造性科学问题提出能力的影响[J].心理科学,2010(03):608-611.
[17]闻人行,等.知识亲和力的教学话语建构[J].浙江大学学报(人文社会科学版),2012(6):186-174.[19][法]利奥塔.后现代状态[M].上海:三联书店,1997:14.
[20]习近平系列重要讲话读本[M].北京:学习出版社,2014:161.
[2]习近平.在哲学社会科学工作座谈会上的讲话[M].北京:人民出版社,2016:14.
[3]习近平.关于协调推进“四个全面”战略布局论述摘编[M].北京:中央文献出版社,2015:86.
[4][德]H·莱欣巴赫.科学哲学的兴起[M].北京:商务印书馆. 1991:25.
[5]吴敬琏.路径依赖与中国改革——对诺斯教授演讲的评论[J].改革,1995(3):57-59.
[6]中共中央编译局.马克思恩格斯文集(第10卷)[M].北京:人民出版社,2009:231.
[7]中共中央编译局.列宁全集(第26卷)[M].北京:人民出版社,1998:192.
[8]谌林.马克思对正义观的制度前提批判[J].中国社会科学,2014(3):17-30.
[9]中共中央编译局.马克思恩格斯选集(第3卷)[M].北京:人民出版社,1995:434.
[10][18]习近平谈治国理政[M].北京:外文出版社,2014:165.174.
[11]刘小枫.现代性社会理论绪论[M].上海:三联书店,1997:521.
[12]习近平首次点评“95后”大学生[N].人民日报,2017-01-03(2).
[13]邓小平文选(1975—1982年)[M].北京:人民出版社,1983:105.
[14]习近平向全国广大教师致慰问信[N].人民日报,2013-09-10(1).
[15]中共中央编译局.马克思恩格斯文集(第1卷)[M].北京:人民出版社,2009:571.
[16]胡卫平.情绪对创造性科学问题提出能力的影响[J].心理科学,2010(03):608-611.
[17]闻人行,等.知识亲和力的教学话语建构[J].浙江大学学报(人文社会科学版),2012(6):186-174.[19][法]利奥塔.后现代状态[M].上海:三联书店,1997:14.
[20]习近平系列重要讲话读本[M].北京:学习出版社,2014:161.