以大学生获得感为目标提升思想政治理论课教学质量
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摘要
获得感是指学生在获得知识之后所产生的满足感和认同感。大学生获得感是检验思想政治理论课教学质量的重要指标。思想政治理论课在实际授课中存在影响学生学习质量的各种问题。为了提升思想政治理论课教学质量,思想政治理论课教学应关注学生需求,树立以生为本的教育理念;内容上讲究"三贴近"原则,提高亲和力;方法上讲究"四度",着眼于感召力;教材上遵循多维教学原则,促成对学生的吸引力。
Accomplishment is the sense of satisfaction and identity that students generate after acquiring knowledge. The acquisition of college students is an important criterion for testing the quality of ideological and political theory courses. In the actual teaching,the ideological and political theory course has several problems that affect the quality of students' learning. In order to improve the quality of ideological and political theory courses,the teaching of ideological and political theory courses should pay attention to the needs of students and establish a life-oriented educational concept. The content should pay attention to the principle of "three closeness" and improve the affinity; the method should pay attention to "four degrees" and focus on Charisma; multi-dimensional teaching principles in textbooks,which contribute to the attraction of students.
Accomplishment is the sense of satisfaction and identity that students generate after acquiring knowledge. The acquisition of college students is an important criterion for testing the quality of ideological and political theory courses. In the actual teaching,the ideological and political theory course has several problems that affect the quality of students' learning. In order to improve the quality of ideological and political theory courses,the teaching of ideological and political theory courses should pay attention to the needs of students and establish a life-oriented educational concept. The content should pay attention to the principle of "three closeness" and improve the affinity; the method should pay attention to "four degrees" and focus on Charisma; multi-dimensional teaching principles in textbooks,which contribute to the attraction of students.
引文
[1]习近平在全国高校思想政治工作会议上强调:把思想政治工作贯穿教育教学全过程开创我国高等教育事业发展新局面[N].人民日报,2016-12-9.
[2]房广顺,李鸿凯.以大学生获得感为核心提升思想政治理论课教学质量[J].思想政治教育,2018(2):56-61.
[3]毛泽东选集(第3卷)[M].北京:人民出版社,1991:815.
[4]阎国华.高校思想政治理论课获得感的内在要素与形成机制[J].思想理论教育,2018(1):66-71.
[5]习近平在全国教育大会上强调:坚持中国特色社会主义教育发展道路培养德智体美劳全面发展的社会主义建设者和接班人[N].人民时报,2018-09-10.
[6]郑洁.提升高校思想政治理论课亲和力与针对性的路径[J].高校辅导员,2017(5).
[7]张青.亲和力:提升高校思想政治理论课教学质量的重要维度[J].思想教育研究,2017(9).
[8]朱艳红,郑炳心.基于互联网的高校思政课实效性分析[J].山东理工大学学报,2015(4).
[2]房广顺,李鸿凯.以大学生获得感为核心提升思想政治理论课教学质量[J].思想政治教育,2018(2):56-61.
[3]毛泽东选集(第3卷)[M].北京:人民出版社,1991:815.
[4]阎国华.高校思想政治理论课获得感的内在要素与形成机制[J].思想理论教育,2018(1):66-71.
[5]习近平在全国教育大会上强调:坚持中国特色社会主义教育发展道路培养德智体美劳全面发展的社会主义建设者和接班人[N].人民时报,2018-09-10.
[6]郑洁.提升高校思想政治理论课亲和力与针对性的路径[J].高校辅导员,2017(5).
[7]张青.亲和力:提升高校思想政治理论课教学质量的重要维度[J].思想教育研究,2017(9).
[8]朱艳红,郑炳心.基于互联网的高校思政课实效性分析[J].山东理工大学学报,2015(4).