少数民族大学生国家认同教育问题的反思与化解对策
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摘要
新时代的少数民族大学生国家认同教育具有现实必然性与逻辑必然性,它是实现中国梦与完善教育内核的重要步骤。当前国家认同教育在少数民族大学生教学实践中取得长足进展,同时也凸显出了较大问题。具体表现为国家认同教育在"形式与内容""理论与实践""主体与客体"上的脱节,具体表现为只重视对少数民族学生进行形式教育,而缺乏本质认识;只注重理论知识的掌握,而缺乏实践体验,亦即缺少了积极主动的情感体验;只注重机械僵化施教方法,而忽视教师与学生之间的双向对象性关系。本文立足于当前现实,剖析上述问题,并从国家认同教育的内容、实践以及客体的角度提出了相应的方法论原则。
The national identity education of minority college students in the new era both with realistic and logical,it is an important step to realize the Chinese dream and improve the kernel of education. At present,the national identity education has made great progress in the teaching practice of minority college students,and it also highlights big problems. Specifically,the state recognizes the disconnection between education in"form and content","theory and practice"and "subject and object". Specifically,it only emphasizes the form education for minority students,but lacks the essential understanding; Only pay attention to the mastery of theoretical knowledge,but lack of practical experience,that is lack of active emotional experience; Only pay attention to mechanical and rigid teaching methods,but ignore the two-way objective relationship between teachers and students. Based on the current reality,this paper analyzes the above problems and puts forward the corresponding methodological principles from the perspective of national identity education's content,practice and object.
The national identity education of minority college students in the new era both with realistic and logical,it is an important step to realize the Chinese dream and improve the kernel of education. At present,the national identity education has made great progress in the teaching practice of minority college students,and it also highlights big problems. Specifically,the state recognizes the disconnection between education in"form and content","theory and practice"and "subject and object". Specifically,it only emphasizes the form education for minority students,but lacks the essential understanding; Only pay attention to the mastery of theoretical knowledge,but lack of practical experience,that is lack of active emotional experience; Only pay attention to mechanical and rigid teaching methods,but ignore the two-way objective relationship between teachers and students. Based on the current reality,this paper analyzes the above problems and puts forward the corresponding methodological principles from the perspective of national identity education's content,practice and object.
引文
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[9]于红梅.少数民族大学生情感教育思考——民族高校思想政治理论课教学中的情感教育研究[J].民族高等教育研究,2014(1):52-56.
[2]万明钢.从社会心理学的视角看民族间交往交流交融[J].中国民族教育,2017(4):16.
[3]董静.培育当代爱国主义的多维路径[N].中国社会科学报,2017-03-15.
[4]杨鹍飞.国家认同与民族认同:少数民族身份认同变迁的实证研究——基于甘肃、青海、新疆三地的调查分析[J].广西民族研究,2015(4):20-33.
[5]欧阳常青,苏德.学校教育视阈中的国家认同教育[J].民族教育研究,2012(5):10-14.
[6]徐柏才,孙明福.少数民族大学生国家认同状况与教育对策[J].思想理论教育,2011(17):80-85.
[7]贾志斌.如何加强少数民族大学生的国家认同教育[J].西北民族大学学报(哲学社会科学版),2011(1):135-139.
[8]陈达云.少数民族大学生国家认同教育创新初探[J].中南民族大学学报(人文社会科学版),2009(5):84-88.
[9]于红梅.少数民族大学生情感教育思考——民族高校思想政治理论课教学中的情感教育研究[J].民族高等教育研究,2014(1):52-56.