【摘要】：思想政治工作一直以來都是我們黨一切工作的生命線。抓好思想政治教育對于我們黨永葆活力，我們國家長治久安，都具有十分重要的意義。但目前我國的思想政治教育嚴重缺乏適合個性發(fā)展的可操作性內容。而雅斯貝爾斯的存在主義思想所提倡的調動人的主動性和創(chuàng)造性，強調人格中自我的作用，在教學的過程中強調“交往”、“對話”以及“陶冶”的教育方式，關注受教育者精神的成長，重視建立起民主平等的師生關系、創(chuàng)造最佳的教學心理氛圍等一系列蘊涵著體驗式教學意蘊的思想，卻能很好的彌補這一不足。故本文現(xiàn)嘗試把雅斯貝爾斯存在主義與體驗式思想政治教育結合起來研究，尋求一條進行思想政治教育研究的全新的理論著眼點。 除導論部分,本文主要分四個部分進行了探討：第一部分主要介紹了雅斯貝爾斯存在主義思想，具體包括雅斯貝爾斯存在主義思想的產(chǎn)生與發(fā)展，雅斯貝爾斯的教育思想、哲學思想等內容。第二部分主要闡述了體驗、體驗式教育、體驗式思想政治教育等基本概念，同時分析了體驗式思想政治教育的理論基礎、內容及特征。第三部分通過對以“全人”為目標，以“自我教育”為條件，以“交往”和“對話”為基礎；以及教育過程中忽視受教育者的主體性，教育者與受教育者人際關系隔膜，，思想政治教育個體存在差異性的分析，尋求并揭示雅斯貝爾斯存在主義思想視域下體驗式思想政治教育研究的的可能性與必要性。第四部分最終從以“現(xiàn)實的人”為研究切入點，注重“自我教育”；以情感為主渠道，注重“陶冶”教育；以活動為主載體，注重“交往”與“對話”三個方面實現(xiàn)了雅斯貝爾斯存在主義視域下體驗式思想政治教育的研究。
[Abstract]:Ideological and political work has always been the lifeline of all our party's work. Ideological and political education is of great significance for our Party to maintain its vitality and our country for a long time. But at present, the ideological and political education in our country lacks the operable content suitable for personality development. However, the existentialism of Jaspers advocates the mobilization of initiative and creativity, the emphasis on the role of self in personality, and the emphasis on "communication", "dialogue" and "edification" in the teaching process. Paying attention to the growth of the educatee's spirit, establishing the democratic and equal teacher-student relationship, creating the best teaching psychological atmosphere, and so on, a series of thoughts with the implication of experiential teaching can make up for this deficiency very well. Therefore, this paper attempts to combine the existentialism of Jaspers with the experiential ideological and political education to seek a new theoretical focus for the study of ideological and political education. In addition to the introduction, this paper is mainly divided into four parts: the first part mainly introduces the existentialism thought of Jaspers, including the emergence and development of the existentialism thought of Jaspers, and the educational thought of Jaspers. Philosophical thoughts, etc. The second part mainly expounds the basic concepts of experience, experiential education, experiential ideological and political education, and analyzes the theoretical basis, content and characteristics of experiential ideological and political education. The third part takes "whole person" as the goal, "self-education" as the condition, "communication" and "dialogue" as the foundation, and neglects the subjectivity of the educatee in the process of education, and the interpersonal relationship between the educatee and the educatee is separated by the relationship between the educatee and the educatee. By analyzing the differences of individual ideological and political education, we seek and reveal the possibility and necessity of experiential ideological and political education research from the perspective of Jaspers existentialism. The fourth part finally focuses on "self-education" from "realistic people" as the starting point, emotional as the main channel, "edify" education, and activities as the main carrier. Paying attention to "communication" and "dialogue" realizes the research of experiential ideological and political education from the perspective of Jaspers existentialism.
【學位授予單位】：西北師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：G641

【引證文獻】

相關期刊論文 前1條

1 秦記洪;;高等藝術院校大學生體驗式思想政治教育發(fā)展理路研究[J];廣西社會科學;2013年08期

本文編號：2267271