教育科学 ›› 2022, Vol. 38 ›› Issue (4): 52-58.

• 课程与教学研究 • 上一篇    下一篇

高校思政课对话式教学法的生成逻辑、价值意蕴和实践路径*

谢伟光, 王慎十   

  1. 鲁迅美术学院 思政部, 辽宁 大连 116650
  • 收稿日期:2021-11-13 出版日期:2022-07-20 发布日期:2022-09-13
  • 作者简介:谢伟光(1976- ),男,吉林德惠人,鲁迅美术学院大连校区思政部主任,副教授,主要从事马克思主义理论与思想政治教育研究;|王慎十(1963- ),男,辽宁台安人,鲁迅美术学院党委书记,教授,主要从事高等教育研究。
  • 基金资助:
    *2019年度辽宁省社科基金“对话式教学在思想政治理论课中的应用及实效性研究”(L19BSZ052)

The Generating Logic, Value Implication and Practice Path of the Conversational Teaching Method of College Ideological and Political Course

Xie Weiguang, Wang Shenshi   

  1. Ideological and Political Department, Luxun Academy of Fine Arts, Dalian Liaoning 116650, China
  • Received:2021-11-13 Online:2022-07-20 Published:2022-09-13

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摘要：

高校思想政治理论课对话式教学法具有深刻的生成逻辑和丰富的价值意蕴,对讲好思政课具有重大意义。其生成逻辑表现为:在课程逻辑上,马克思主义的人民性决定其必然性;在教法逻辑上,独白式教学的单一性决定其必要性;在学情逻辑上,对象与学科的统一性决定其可能性。价值意蕴在于:实现建设性与批判性的统一,筑牢信仰之基;实现理论性与实践性的统一,锻造时代新人;实现主导性与主体性的统一,促进教学相长;实现灌输性与启发性的统一,于无声处化人。实施对话式教学法的主要路径是:教——预设理论框架,加强引导总结;中介——设置良好话题,激发学生兴趣;学——积极发言倾听,协同共建共享。

关键词: 思政课, 对话, 主体性

Abstract:

The conversational teaching method of College ideological and political theory course has profound generative logic and rich value implication, which is of great significance for teaching ideological and political courses well. Its generative logic is shown as follows: in the logic of curriculum, the people nature of Marxism determines its inevitability; in the logic of teaching method, the singleness of monologue teaching determines its necessity; in the logic of learning situation, the unity of object and discipline determines its possibility. The value implication lies in realizing the unity of constructiveness and criticism so as to build a solid foundation of faith; realizing the unity of theory and practice so as to forge newcomers of the times; realizing the unity of dominance and subjectivity so as to promote teaching and learning; realizing the unity of indoctrination and inspiration so as to transform people in silence. The main steps in the implementation of the conversational teaching method are: teaching—presetting the theoretical framework and strengthening guidance and summarization; intermediary—designing good topics to stimulate students' interest; learning—actively speaking and listening, collaboratively building and sharing.

Key words: ideological and political course, dialogue, subjectivity

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