当代军校大学生荣辱观及其教育实践研究
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摘要
本文以马克思列宁主义、毛泽东思想和中国特色社会主义理论体系为指导,以对当代军校大学生荣辱观现状的调查分析为根据,系统论述了当代军校大学生树立社会主义荣辱观的重要意义、当代军校大学生荣辱观教育的影响因素、当代军校大学生荣辱观的构成要素、当代军校大学生荣辱观教育以人为本的教育理念、荣辱观教育的重点内容、荣辱观教育方法、荣辱观教育机制的创新、努力提高教育者的信息素养等问题。全文除序言外共有十章。
绪论简要回顾了改革开放以来社会主义精神文明建设的发展历程,中共中央对思想道德教育的战略部署,理论工作者对社会主义荣辱观教育的逐步深化,在广泛吸收国内外相关理论研究成果的基础上,坚持以中国特色社会主义理论体系为指导,结合军校思想政治教育实际,提出把握社会主义荣辱观与社会主义核心价值体系的内在联系,认清当代军校大学生的本质特点,是加强荣辱观教育针对性和实效性的前提条件。
第一章论述当代军校大学生树立社会主义荣辱观的重要意义:当代军校大学生树立社会主义荣辱观,是确保党和人民的事业代代相传的必然要求:是促进当代军校大学生全面发展的必然选择。
第二章是当代军校大学生荣辱观现状的调查分析。通过调查研究得出7个方面的结论:①当代军校大学生荣辱观具有坚定的理想信念支持,把能否报效祖国、服务人民作为自己价值标准的核心;②集体主义价值观是当代军校大学生荣辱观的核心;③其荣辱观具有浓厚的职业特色,主要表现在:热爱军队,勇于奉献,遵纪守法,严于律己,艰苦奋斗,积极进取;④其荣辱观具有浓厚的时代特点,主要表现为:高度认同积极进取、自我发展,以自立自强为荣,以参与和竞争为荣,把自我发展、平等、自由作为自尊和尊重他人的基本条件:⑤其荣辱观具有独特的理性色彩,主要表现为追求知识与真理的科学精神,坚持自我标准和自我判断的批判精神,判断人生价值时对物质成功主义的世俗标准也给予了一定的空间和重视;⑥其荣辱观念存在一定的多元化;⑦当代军校大学生对荣辱的认知水平高于实践水平。
第三章分析当代军校大学生荣辱观教育的影响因素,论证了军校教育对学员树立正确的荣辱观具有主导作用;青年期心理特点对荣辱观教育具有重要影响:社会主义市场经济的建立对军校开展社会主义荣辱观教育具有重要的积极影响;市场经济的发展也给社会主义荣辱观教育带来极大的不利影响;西方文化渗透与西方敌对势力分化对当代军校大学生的荣辱观教育带来了不可忽视的影响。
第四章论述当代军校大学生荣辱观的构成要素,即论述当代军校大学生荣辱观的应然状态:当代军校大学生荣辱观以热爱祖国、服务人民为根本目标,以听党指挥、勤奋勇敢、诚实守信、团结互助、崇尚科学、求真务实为基本内容,遵纪守法是保障,艰苦奋斗为动力,它包括社会主义荣辱观的基本内容,又有适合军校大学生特点的新要求。
第五章着重论述当代军校大学生荣辱观是一个有机整体。军校大学生荣辱及其实践作为道德生活的重要内容,可以分为三个层面:知识层面、活动层面和社会调控层面。从荣辱观在军校大学生成才过程中所发挥作用过程的角度看,知识层面构成了基础,构成了“荣荣辱辱”的具体标准;活动层是荣辱标准的职业表现,即在当前的学习、训练过程以及今后的职业生活过程中主要表现为不怕牺牲,艰苦奋斗,严守军纪,令行禁止等等:个体层面的调控则主要是有关道德理想或信念的调控,主要是热爱祖国、献身国防、实践宗旨、服务人民。从荣辱观教育主体(军队院校)角度、即如何培养当代军校大学生正确荣辱观的角度看,上述三个层面分别为道德知识灌输、道德活动组织、道德行为激励与惩罚等调控机制三个方面。
第六章论述当代军校大学生荣辱观教育以人为本的教育理念。包括以人为本的荣辱观教育理念,道德主体性生成的荣辱观教育方法模式理念,注重启迪道德智慧的荣辱观教育理念。以人为本的荣辱观教育理念,就是从学员实际出发,满足学员提高道德素质的需要,把促进学员养成优良的道德品质作为荣辱观教育的直接目的,以促进学员全面发展为基本立足点,根据提高道德素质的需要选择教育内容和方法,构建教育机制;道德主体性生成的荣辱观教育方法模式理念注重学员主体性的生成和发挥,坚持教育者主导作用原则,平等沟通原则,激活能动性原则:注重启迪道德智慧的荣辱观教育理念,注重引导学员学会在价值冲突中追求价值真理,提高把握价值真理和追求价值真理的能力,追求达到慎独的最高道德智慧。
第七章论述荣辱观教育应突出的重点内容。荣辱观教育内容应该包括荣辱观本身的内容,但荣辱观教育不能只讲“纯粹”荣辱观的内容。确定荣辱观教育内容必须理解德性形成的条件。对当代军校学员进行荣辱观教育,应该突出的重点包括5个方面的内容,即理想信念教育,爱国主义教育,历史使命教育,战斗精神教育,正确处理义利关系的教育,其中包括正确处理公私关系的教育,正确处理索取与奉献关系的教育,光荣传统教育。军校大学生的荣辱观教育,必须选择贴近学员生活的教育内容。例如爱国主义教育,必须分析军校大学生中存在的国家意识与全球意识的失衡、爱国意识与表现方式的失衡、爱国热情与行为能力的失衡等问题;使命教育必须从学员的思想实际出发,在增强学员的军魂意识、忧患意识和紧迫意识上下功夫。
第八章论述军校大学生荣辱观教育行之有效的教育方法,概括阐述了荣辱观教育的方法论原则,道德教育的常用方法如以理服人、以情感人、对比教育、激励教育等;在阐述“荣辱观教育方法模式”概念的基础上,着重论述了回归生活教育法模式、情感性心灵教育法模式。
第九章从荣辱观教育的角度论述教育者应具备的信息素养和如何加强校园网络文化建设。简要论述了教育者提高信息素养的必要性,教育者应强化信息意识,提高文化素养、信息技能、信息筛选能力、信息评价能力和信息品质;提出了丰富网络文化,引领文明风尚必须解决的问题:建“红色网站”,掌握网络舆论主导权,加大为学员信息服务力度,培养和谐友爱的人际关系。
第十章总结国防科技大学荣辱观教育模式创新,概括了国防科技大学荣辱观教育模式的总体情况,介绍了该校四位一体的教育队伍、完善配套的教育方法、实践导向的评价系统;简要论述了国防科技大学荣辱观教育模式的运行特点和教育机制。
Instructed by Marxism-Leninism,Maoism and Theoretic system of Socialism with Chinese Characteristics and based upon investigation on contemporary cadets' status in quo of view on honor and disgrace,the essay systematically discourses the significance for contemporary cadets to establish conception of honor and disgrace, the influencing factors in educating them Socialist Maxims of honor and disgrace,and the elements of their views on honor and disgrace.It includes the people-oriented educational concept,the main contents, the teaching method,the mechanism innovation of educating cadets Socialist Maxims of honor and disgrace,the enhancement of educators' information literacy and so on.There are 10 chapters except the preface.
In the preface,that contemporary students in military academies is a special social group is briefly discoursed.To attain the strategic objective of building computerized armed forces and winning IT-based warfare,military academies in PLA adopt the training mode of "integrated training for basic education and special training for specialty",which is different from traditional group training adopted by generations of military academies.In this new training mode, young cadets recruited from senior middle school graduates by the national college entrance examination receive 4-year accredited education in military academies with good scientific and cultural education conditions to fulfill general purpose undergraduate education and basic military training.Upon graduation,they will be conferred the Bachelor Degree of Engineering or that of Science. Then those "integrated training cadets" spend their 5~(th) year on pre-assignment training in different command academies and the qualified are conferred the Bachelor Degree of Military Science.The goal is to mold them into new types of military elites with high qualities.
In chapter one,the significance for contemporary cadets to establish Socialist maxims of honor and disgrace is discussed.It is an inevitable requirement to ensure the cause of CPC and people will be handed down and an inevitable requirement to promote contemporary cadets' all-round development that they establish Socialist maxims of honor and disgrace.
In chapter two,the current situation of contemporary cadets' view on honor and disgrace is investigated and analyzed.Through research,7 conclusions can be drawn:
1.Contemporary cadets' view on honor and disgrace is based on steady ideals and beliefs,and contemporary cadets place the service to the country and to the people as the core of their values.
2.Values of Collectivism are the core of Contemporary cadets' view on honor and disgrace.
3.Contemporary cadets' view on honor and disgrace is rich in vocational features like the love for the Army,the devotion,the obedience to the laws and regulations,being strict with oneself, working hard and the enterprising spirit.
4.Contemporary cadets' view on honor and disgrace is rich in epochal characteristics like the high recognition of keeping an enterprising spirit and developing oneself,valuing self-independence and competition,considering self-development, equality and freedom as the basic conditions of self-esteem and respect for others.
5.Contemporary cadets' view on honor and disgrace contains its unique rational flavor like the scientific spirit of pursuing knowledge and truth,the critical spirit of upholding their own standards and their own judgments,and certain consideration of worldly criteria of material success when judging values.
6.Contemporary cadets' view on honor and disgrace shows certain diversification.
7.Contemporary cadets have higher level in cognition than that in practice when it comes to the view on honor and disgrace.
Chapter three sees the analysis of the influencing factors in educating contemporary cadets the concept of honor and disgrace.It demonstrates the leading role of academic education in the course that cadets establish correct view on honor and disgrace,the great impact of juvenile psychological characters on educating concept of honor and disgrace,the positive and negative effect of the establishment and the development of socialist market economy on educating socialist maxims of honor and disgrace in military academies,and the ineluctable effect brought by the differentiation of hostile powers.
In chapter four,elements of contemporary cadets' concept of honor and disgrace are stated,that is,the state should-be of contemporary cadets' view on honor and disgrace is stated.In this concept,contemporary cadets place loving the Motherland and the people as their concept's fundamental goal,place following the party's orders,being diligent and brave,being honest and trustworthy, being united and helping each other,following science,staying realistic and pragmatic as their concept's basic contents,consider being disciplined and law-abiding as its guarantee,living plainly and working hard as its drive.And the contemporary cadets' concept of honor and disgrace contains the basic contents of socialist maxims of honor and disgrace and new requirements that fit the characteristics of cadets.
Chapter five focuses on that contemporary cadets' concept of honor and disgrace is an organic whole.As an essential part of ethic life,the concept and its pragmatics can be divided into three levels: the cognition level,the activity level and the social adjustment and control level.Viewed from the effect of the concept of honor and disgrace on the course that cadets grow into elites,the cognition level forms the foundation and the concrete standard of "honor and disgrace";the activity level is the vocational expression of the standard of honor and disgrace,which is living plainly and working hard,strictly obeying orders,daring not sacrifice in their study, training and future career,the individual adjustment and control level is mainly the adjustment and control of morals,ideals and beliefs, which is loving the raotherland,being devoted to national defense, serving the people.Viewed from the educational subjectivity of the concept of honor and disgrace(the military academies),that is,from the Hows of educating cadets' correct concept of honor and disgrace, the mentioned three levels are changed into infusing with the ethical knowledge,organizing the ethical activities,stimulating and punishing behaviors.
In chapter six,the people-oriented educational concept of educating cadets the maxims of honor and disgrace is discoursed.It includes the people-oriented educational concept,teaching methodology and pattern based on moral subjectivity,teaching ideas that pay attention to edify morals and wisdom.The people-oriented educational concept of educating cadets the maxims of honor and disgrace is to set our work on the current state of cadets,satisfy the cadets' need of improving moral qualities,place improving the cadets' moral qualities as its direct task,place enhancing cadets' all-round development as its essential stand,choose suitable teaching materials and methods and construct educational mechanism according to the need of improving cadets' moral quality;teaching methodology and pattern based on moral subjectivity pays attention to the nurturing and fulfillment of cadets' subjectivity consciousness,sticks to the educator's leading role,equal communication,activating initiatives; teaching ideas that pay attention to edify morals and wisdom focuses on guiding cadets to pursue value truth in conflicts of values, improving their capacity of grasping and pursuing value truth,and reaching the highest moral wisdom of cautiousness.
Chapter seven focuses the contents in educating maxims of honor and disgrace that should be given prominence to.The contents should include the socialist maxims of honor and disgrace;however,the latter is not enough.In selecting the contents,forming condition of morals must be considered.Seven parts of contents must be given prominence to when educating contemporary cadets:ideals and beliefs,patriotism,historical missions,fighting spirit,the righteousness-interest relationship(which includes the public-private relationship),the giving-taking relationship,and the glorious tradition. In educating the contemporary cadets the maxims of honor and disgrace,the selected teaching contents must be close to cadets' life. For example,in the education of patriotism,the existing imbalances in cadets,like the imbalance between the consciousness of state and that of globe,between the consciousness of state and its expressive modes, between the passion of patriotism and their disposing capacity,must be analyzed;in the education of missions,more work should be done in enhancing the cadets' consciousness of the Army soul,of suffering, and of emergency based on their current thoughts.
Chapter eight sees the statement of effective teaching methods in educating cadets' concept of honor and disgrace,and the general description of its methodology,principles and usually-used methods in moral lecturing like convincing the people by reasoning,and touching the people by emotion,comparison education,encouraging education.Based on stating the concept of "the method and modes of educating the maxims of honor and disgrace",the teaching mode of "back to life" and that of "close to the heart" is stressed.
In chapter nine,the necessary information literacy of educator and the Hows of strengthening the network culture construction on campus is discussed from the point of view of educating concept of honor and disgrace.In stating the necessity of improving educators' information literacy,it is stressed that educators should strengthen the information awareness,improve cultural attainment,skills of information handling,capacity of information filtering and evaluating. The measures in enriching network culture and in leading an enlightened fashion are proposed:building "red website",grasping the dominance of public opinion on the net,enhancing information service for cadets,and cultivating a harmonious and friendly interpersonal relationship.
In chapter ten,innovation in the educational pattern of the maxims of honor and disgrace in National University of Defense Technology(NUDT) is summarized.The quaternary of educational group,the systematic,educational methods,and the practice-oriented evaluation system are introduced;the functioning features of educational pattern and educational mechanism of the maxims of honor and disgrace applied in NUDT is briefly discoursed.
绪论简要回顾了改革开放以来社会主义精神文明建设的发展历程,中共中央对思想道德教育的战略部署,理论工作者对社会主义荣辱观教育的逐步深化,在广泛吸收国内外相关理论研究成果的基础上,坚持以中国特色社会主义理论体系为指导,结合军校思想政治教育实际,提出把握社会主义荣辱观与社会主义核心价值体系的内在联系,认清当代军校大学生的本质特点,是加强荣辱观教育针对性和实效性的前提条件。
第一章论述当代军校大学生树立社会主义荣辱观的重要意义:当代军校大学生树立社会主义荣辱观,是确保党和人民的事业代代相传的必然要求:是促进当代军校大学生全面发展的必然选择。
第二章是当代军校大学生荣辱观现状的调查分析。通过调查研究得出7个方面的结论:①当代军校大学生荣辱观具有坚定的理想信念支持,把能否报效祖国、服务人民作为自己价值标准的核心;②集体主义价值观是当代军校大学生荣辱观的核心;③其荣辱观具有浓厚的职业特色,主要表现在:热爱军队,勇于奉献,遵纪守法,严于律己,艰苦奋斗,积极进取;④其荣辱观具有浓厚的时代特点,主要表现为:高度认同积极进取、自我发展,以自立自强为荣,以参与和竞争为荣,把自我发展、平等、自由作为自尊和尊重他人的基本条件:⑤其荣辱观具有独特的理性色彩,主要表现为追求知识与真理的科学精神,坚持自我标准和自我判断的批判精神,判断人生价值时对物质成功主义的世俗标准也给予了一定的空间和重视;⑥其荣辱观念存在一定的多元化;⑦当代军校大学生对荣辱的认知水平高于实践水平。
第三章分析当代军校大学生荣辱观教育的影响因素,论证了军校教育对学员树立正确的荣辱观具有主导作用;青年期心理特点对荣辱观教育具有重要影响:社会主义市场经济的建立对军校开展社会主义荣辱观教育具有重要的积极影响;市场经济的发展也给社会主义荣辱观教育带来极大的不利影响;西方文化渗透与西方敌对势力分化对当代军校大学生的荣辱观教育带来了不可忽视的影响。
第四章论述当代军校大学生荣辱观的构成要素,即论述当代军校大学生荣辱观的应然状态:当代军校大学生荣辱观以热爱祖国、服务人民为根本目标,以听党指挥、勤奋勇敢、诚实守信、团结互助、崇尚科学、求真务实为基本内容,遵纪守法是保障,艰苦奋斗为动力,它包括社会主义荣辱观的基本内容,又有适合军校大学生特点的新要求。
第五章着重论述当代军校大学生荣辱观是一个有机整体。军校大学生荣辱及其实践作为道德生活的重要内容,可以分为三个层面:知识层面、活动层面和社会调控层面。从荣辱观在军校大学生成才过程中所发挥作用过程的角度看,知识层面构成了基础,构成了“荣荣辱辱”的具体标准;活动层是荣辱标准的职业表现,即在当前的学习、训练过程以及今后的职业生活过程中主要表现为不怕牺牲,艰苦奋斗,严守军纪,令行禁止等等:个体层面的调控则主要是有关道德理想或信念的调控,主要是热爱祖国、献身国防、实践宗旨、服务人民。从荣辱观教育主体(军队院校)角度、即如何培养当代军校大学生正确荣辱观的角度看,上述三个层面分别为道德知识灌输、道德活动组织、道德行为激励与惩罚等调控机制三个方面。
第六章论述当代军校大学生荣辱观教育以人为本的教育理念。包括以人为本的荣辱观教育理念,道德主体性生成的荣辱观教育方法模式理念,注重启迪道德智慧的荣辱观教育理念。以人为本的荣辱观教育理念,就是从学员实际出发,满足学员提高道德素质的需要,把促进学员养成优良的道德品质作为荣辱观教育的直接目的,以促进学员全面发展为基本立足点,根据提高道德素质的需要选择教育内容和方法,构建教育机制;道德主体性生成的荣辱观教育方法模式理念注重学员主体性的生成和发挥,坚持教育者主导作用原则,平等沟通原则,激活能动性原则:注重启迪道德智慧的荣辱观教育理念,注重引导学员学会在价值冲突中追求价值真理,提高把握价值真理和追求价值真理的能力,追求达到慎独的最高道德智慧。
第七章论述荣辱观教育应突出的重点内容。荣辱观教育内容应该包括荣辱观本身的内容,但荣辱观教育不能只讲“纯粹”荣辱观的内容。确定荣辱观教育内容必须理解德性形成的条件。对当代军校学员进行荣辱观教育,应该突出的重点包括5个方面的内容,即理想信念教育,爱国主义教育,历史使命教育,战斗精神教育,正确处理义利关系的教育,其中包括正确处理公私关系的教育,正确处理索取与奉献关系的教育,光荣传统教育。军校大学生的荣辱观教育,必须选择贴近学员生活的教育内容。例如爱国主义教育,必须分析军校大学生中存在的国家意识与全球意识的失衡、爱国意识与表现方式的失衡、爱国热情与行为能力的失衡等问题;使命教育必须从学员的思想实际出发,在增强学员的军魂意识、忧患意识和紧迫意识上下功夫。
第八章论述军校大学生荣辱观教育行之有效的教育方法,概括阐述了荣辱观教育的方法论原则,道德教育的常用方法如以理服人、以情感人、对比教育、激励教育等;在阐述“荣辱观教育方法模式”概念的基础上,着重论述了回归生活教育法模式、情感性心灵教育法模式。
第九章从荣辱观教育的角度论述教育者应具备的信息素养和如何加强校园网络文化建设。简要论述了教育者提高信息素养的必要性,教育者应强化信息意识,提高文化素养、信息技能、信息筛选能力、信息评价能力和信息品质;提出了丰富网络文化,引领文明风尚必须解决的问题:建“红色网站”,掌握网络舆论主导权,加大为学员信息服务力度,培养和谐友爱的人际关系。
第十章总结国防科技大学荣辱观教育模式创新,概括了国防科技大学荣辱观教育模式的总体情况,介绍了该校四位一体的教育队伍、完善配套的教育方法、实践导向的评价系统;简要论述了国防科技大学荣辱观教育模式的运行特点和教育机制。
Instructed by Marxism-Leninism,Maoism and Theoretic system of Socialism with Chinese Characteristics and based upon investigation on contemporary cadets' status in quo of view on honor and disgrace,the essay systematically discourses the significance for contemporary cadets to establish conception of honor and disgrace, the influencing factors in educating them Socialist Maxims of honor and disgrace,and the elements of their views on honor and disgrace.It includes the people-oriented educational concept,the main contents, the teaching method,the mechanism innovation of educating cadets Socialist Maxims of honor and disgrace,the enhancement of educators' information literacy and so on.There are 10 chapters except the preface.
In the preface,that contemporary students in military academies is a special social group is briefly discoursed.To attain the strategic objective of building computerized armed forces and winning IT-based warfare,military academies in PLA adopt the training mode of "integrated training for basic education and special training for specialty",which is different from traditional group training adopted by generations of military academies.In this new training mode, young cadets recruited from senior middle school graduates by the national college entrance examination receive 4-year accredited education in military academies with good scientific and cultural education conditions to fulfill general purpose undergraduate education and basic military training.Upon graduation,they will be conferred the Bachelor Degree of Engineering or that of Science. Then those "integrated training cadets" spend their 5~(th) year on pre-assignment training in different command academies and the qualified are conferred the Bachelor Degree of Military Science.The goal is to mold them into new types of military elites with high qualities.
In chapter one,the significance for contemporary cadets to establish Socialist maxims of honor and disgrace is discussed.It is an inevitable requirement to ensure the cause of CPC and people will be handed down and an inevitable requirement to promote contemporary cadets' all-round development that they establish Socialist maxims of honor and disgrace.
In chapter two,the current situation of contemporary cadets' view on honor and disgrace is investigated and analyzed.Through research,7 conclusions can be drawn:
1.Contemporary cadets' view on honor and disgrace is based on steady ideals and beliefs,and contemporary cadets place the service to the country and to the people as the core of their values.
2.Values of Collectivism are the core of Contemporary cadets' view on honor and disgrace.
3.Contemporary cadets' view on honor and disgrace is rich in vocational features like the love for the Army,the devotion,the obedience to the laws and regulations,being strict with oneself, working hard and the enterprising spirit.
4.Contemporary cadets' view on honor and disgrace is rich in epochal characteristics like the high recognition of keeping an enterprising spirit and developing oneself,valuing self-independence and competition,considering self-development, equality and freedom as the basic conditions of self-esteem and respect for others.
5.Contemporary cadets' view on honor and disgrace contains its unique rational flavor like the scientific spirit of pursuing knowledge and truth,the critical spirit of upholding their own standards and their own judgments,and certain consideration of worldly criteria of material success when judging values.
6.Contemporary cadets' view on honor and disgrace shows certain diversification.
7.Contemporary cadets have higher level in cognition than that in practice when it comes to the view on honor and disgrace.
Chapter three sees the analysis of the influencing factors in educating contemporary cadets the concept of honor and disgrace.It demonstrates the leading role of academic education in the course that cadets establish correct view on honor and disgrace,the great impact of juvenile psychological characters on educating concept of honor and disgrace,the positive and negative effect of the establishment and the development of socialist market economy on educating socialist maxims of honor and disgrace in military academies,and the ineluctable effect brought by the differentiation of hostile powers.
In chapter four,elements of contemporary cadets' concept of honor and disgrace are stated,that is,the state should-be of contemporary cadets' view on honor and disgrace is stated.In this concept,contemporary cadets place loving the Motherland and the people as their concept's fundamental goal,place following the party's orders,being diligent and brave,being honest and trustworthy, being united and helping each other,following science,staying realistic and pragmatic as their concept's basic contents,consider being disciplined and law-abiding as its guarantee,living plainly and working hard as its drive.And the contemporary cadets' concept of honor and disgrace contains the basic contents of socialist maxims of honor and disgrace and new requirements that fit the characteristics of cadets.
Chapter five focuses on that contemporary cadets' concept of honor and disgrace is an organic whole.As an essential part of ethic life,the concept and its pragmatics can be divided into three levels: the cognition level,the activity level and the social adjustment and control level.Viewed from the effect of the concept of honor and disgrace on the course that cadets grow into elites,the cognition level forms the foundation and the concrete standard of "honor and disgrace";the activity level is the vocational expression of the standard of honor and disgrace,which is living plainly and working hard,strictly obeying orders,daring not sacrifice in their study, training and future career,the individual adjustment and control level is mainly the adjustment and control of morals,ideals and beliefs, which is loving the raotherland,being devoted to national defense, serving the people.Viewed from the educational subjectivity of the concept of honor and disgrace(the military academies),that is,from the Hows of educating cadets' correct concept of honor and disgrace, the mentioned three levels are changed into infusing with the ethical knowledge,organizing the ethical activities,stimulating and punishing behaviors.
In chapter six,the people-oriented educational concept of educating cadets the maxims of honor and disgrace is discoursed.It includes the people-oriented educational concept,teaching methodology and pattern based on moral subjectivity,teaching ideas that pay attention to edify morals and wisdom.The people-oriented educational concept of educating cadets the maxims of honor and disgrace is to set our work on the current state of cadets,satisfy the cadets' need of improving moral qualities,place improving the cadets' moral qualities as its direct task,place enhancing cadets' all-round development as its essential stand,choose suitable teaching materials and methods and construct educational mechanism according to the need of improving cadets' moral quality;teaching methodology and pattern based on moral subjectivity pays attention to the nurturing and fulfillment of cadets' subjectivity consciousness,sticks to the educator's leading role,equal communication,activating initiatives; teaching ideas that pay attention to edify morals and wisdom focuses on guiding cadets to pursue value truth in conflicts of values, improving their capacity of grasping and pursuing value truth,and reaching the highest moral wisdom of cautiousness.
Chapter seven focuses the contents in educating maxims of honor and disgrace that should be given prominence to.The contents should include the socialist maxims of honor and disgrace;however,the latter is not enough.In selecting the contents,forming condition of morals must be considered.Seven parts of contents must be given prominence to when educating contemporary cadets:ideals and beliefs,patriotism,historical missions,fighting spirit,the righteousness-interest relationship(which includes the public-private relationship),the giving-taking relationship,and the glorious tradition. In educating the contemporary cadets the maxims of honor and disgrace,the selected teaching contents must be close to cadets' life. For example,in the education of patriotism,the existing imbalances in cadets,like the imbalance between the consciousness of state and that of globe,between the consciousness of state and its expressive modes, between the passion of patriotism and their disposing capacity,must be analyzed;in the education of missions,more work should be done in enhancing the cadets' consciousness of the Army soul,of suffering, and of emergency based on their current thoughts.
Chapter eight sees the statement of effective teaching methods in educating cadets' concept of honor and disgrace,and the general description of its methodology,principles and usually-used methods in moral lecturing like convincing the people by reasoning,and touching the people by emotion,comparison education,encouraging education.Based on stating the concept of "the method and modes of educating the maxims of honor and disgrace",the teaching mode of "back to life" and that of "close to the heart" is stressed.
In chapter nine,the necessary information literacy of educator and the Hows of strengthening the network culture construction on campus is discussed from the point of view of educating concept of honor and disgrace.In stating the necessity of improving educators' information literacy,it is stressed that educators should strengthen the information awareness,improve cultural attainment,skills of information handling,capacity of information filtering and evaluating. The measures in enriching network culture and in leading an enlightened fashion are proposed:building "red website",grasping the dominance of public opinion on the net,enhancing information service for cadets,and cultivating a harmonious and friendly interpersonal relationship.
In chapter ten,innovation in the educational pattern of the maxims of honor and disgrace in National University of Defense Technology(NUDT) is summarized.The quaternary of educational group,the systematic,educational methods,and the practice-oriented evaluation system are introduced;the functioning features of educational pattern and educational mechanism of the maxims of honor and disgrace applied in NUDT is briefly discoursed.
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[1]唐凯麟:树立社会主义荣辱观,打牢社会主义核心价值体系的基础,《光明日报》2007年8月14日第9版.
[1]《马克思恩格斯军事文集》第5卷,战士出版社,1982年,第494页.
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[1]胡锦涛同志在参加全国政协十届四次会议民盟,民进界委员联组讨论时的讲话,见《求是》杂志2006年第9期.
[2]费尔巴哈:《基督教的本质》,参见《西方哲学原著选读》下卷,商务印书馆,1982年,第463页.
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[1]《马克思恩格斯军事文集》,第5卷,战士出版社,1982年,第19页。
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[2]见《环球时报》2008年4月7日第11版,瑞士日内瓦大学亚洲研究中心高级研究员张维为的文章《与世界比较,中国打几分?》
[1]张小远,肖蓉:军校大学生自尊及其影响因素分析,第四军医大学学报(新),2006年第4期.
[1]《江泽民文选》(第三卷),人民出版社2006年版,81页。
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[2]《江泽民文选》第三卷,人民出版社2006年版,94页。
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[4]《人民日报》,1990年8月1日.
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[1]王树恩,柳洲,《科学精神结构的多维探析》,《自然辩证法研究》,2003年第7期.
[2]马来平,《科学精神及其培养途径》,《理论学刊》,2000年第7期。
[1]廖清胜,《科学精神的三维指向与科学文化的重建--对科学精神诸理论问题的理解和思考》,《探索》,2000年第6期..
[2]王晓勇,《科学精神与诺贝尔奖》,《自然辩证法研究》,2001年第9期.
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[1]参见赖欣巴哈著《科学哲学的兴起》,商务印书馆1983年,第213-214页.原文是:“知识并不包含任何规范的成分,因此不能充当伦理学的解释.”“如果德行是知识,那么伦理规条就失去了它们的命令性质.”
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[1]见《伦理学》,罗国杰主编,人民出版社,1989年版,第57页.
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[4]《邓小平文选》第三卷,第96页。
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[1]《江泽民文选》(第1卷),人民出版社2006年,121页.
[1]《邓小平文选》(第3卷),人民出版社1993年,3页.
[1][德]克劳塞维茨《战争论》(第一卷),商务印书馆1995年,192页.
[2][瑞士]若米尼《战争艺术概论》,解放军出版社2007年,96至97页.
[1]《鲁迅全集》第六卷,第92页.
[1]《毛泽东选集》(第三卷),人民出版社1991年版,第1004页.
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[1]转引自郭元君《德育生活化:发挥受教育者主体性的有效途径》,《内蒙古师范大学学报》(教育科学版)2005年第5期.
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[1]《论语·为政》,指看一个人交什么朋友,有什么样的经历,安心做什么事情.
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[18]弗洛伊德.弗洛伊德后期著作选.上海:上海译文出版社,1986.
[19]郭玉锦,王欢.网络社会学。 北京:中国人民大学出版社,2005。
[20]温世仁.面对托夫勒。北京:三联书店,2001.
[21]康德.实践理性批判.北京:商务印书馆,1999.
[22]赖欣巴哈.科学哲学的兴起。 北京:商务印书馆,1983.
[23]约翰·罗尔斯.正义论。 北京:中国社会科学出版社,1988.
[24]童庆炳.现代心理美学.北京:中国社会科学出版社,1993.
[25]杨国荣。伦理与存在--道德哲学研究.上海:上海人民出版社,2002.
[26]王伟、夏伟东.军人伦理学新编.北京:军事科学出版社,1988。
[27]刘戟锋。现代科技革命与马克思主义.北京:国防大学出版社,2003.
[28]徐大同.现代西方政治思想.北京:人民出版社,2003.
[29]克劳塞维茨.战争论。北京:商务印书馆,1995。
[30]若米尼.战争艺术概论.北京:解放军出版社,2007。
[3]哈伦·厄尔曼、詹姆斯·韦德.迅速制敌.北京:新华出版社,2004.
[32]顾伟康.信仰探幽.上海:上海教育出版社,1993.
[33]袁贵仁.马克思的人学思想.北京:北京师范大学出版社,1999.
[34]W.C.丹皮尔.科学史。北京:商务印书馆,1975.
[35]杜瞽伊.武器和战争的演变.北京:军事科学出版社,1985.
[36]约翰·费斯克.理解大众文化.北京:中央编译出版社,2001。
[37]塞森斯格.价值与义务--经验主义伦理学理论的基础。北京:中国人民大学出版社,1992.
[38]朱小蔓.道德教育论丛(1)。 南京:南京师范大学出版社,2000.
[39]唐凯麟.社会主义价值导向的集中体现--学习胡锦涛同志关于社会主义荣辱观的重要论述.光明日报(理论版).2006.6.5.
[40]教育部邓小平理论和“三个代表”重要思想研究中心(执笔人郭宇光).社会主义核心价值体系是建设和谐文化的根本.求是2007.9.
[41]王树恩,柳洲.科学精神结构的多维探析.自然辩证法研究,2003,vol,7。
[42]马来平.科学精神及其培养途径.理论学刊,2000,Vol.7。
[43]廖清胜.科学精神的三维指向与科学文化的重建--对科学精神诸理论问题的理解和思考.探索,2000,Vol.6.
[44]王晓勇.科学精神与诺贝尔奖.自然辩证法研究,2001,Vol。9。
[45]张小远。肖蓉.军校大学生自尊及其影响因素分析.第四军医大学学报(新),2006.Vol.4.
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