[1]佘双好.新中国70 年思想政治教育模式发展的内在理路[J].南京师大学报(社会科学版),2019,(04):103-114.
　SHE Shuanghao.The Inner Logic in the Development of China’s IdeologicalEducation over the Past 70 Years[J].Journal of Nanjing Normal University (Social Science Edition),2019,(04):103-114.
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新中国70 年思想政治教育模式发展的内在理路
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《南京师大学报》（社会科学版）[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2019年04期
页码:
103-114
栏目:
马克思主义研究
出版日期:
2019-07-25

文章信息/Info

Title:
The Inner Logic in the Development of China’s IdeologicalEducation over the Past 70 Years
作者:
佘双好
武汉大学马克思主义学院（武汉430072）
Author(s):
SHE Shuanghao
关键词:
新中国70 年; 思想政治教育; 教育模式; 马克思主义a
Keywords:
China’s 70 years since 1949;  ideological education;  education mode;  Marxism
摘要:
新中国成立以来，思想政治教育模式有一个形成和发展过程，改革开放以前，思想政治教育形成了以全面主义、社会本位和权威主义为特点的教育模式，这种模式既有优点也存在局限，但“文化大革命”期间将这种模式的局限性推向极端。改革开放以后，在拨乱反正的过程中，思想政治教育举起了科学化旗帜，形成以科学化、规范化、专业化为特点的思想政治教育模式，这种模式有长足的优势，但在推行过程中也出现了具体化、局部化、部门化的问题。党的十八以来，思想政治教育模式构建既吸收改革开放以前思想政治教育模式积极成果，又对改革开放以后思想政治教育模式发展中的问题纠偏，形成了整体化、融入式和多样化的思想政治教育模式，这种模式顺应新时代发展要求，实现思想政治教育模式变迁，要根据新时代思想政治教育要求，推动思想政治教育模式转变。
Abstract:
Since 1949, China’s mode of ideological education has undergone some big changes. Beforethe reform and opening-up, the ideological education was characterized by emphases on mobilizing all socialresources, social good-orientedness, and a top-down operation. This mode of ideological education had itsadvantages and disadvantages which were amplified in the Cultural Revolution from 1966 to 1976. Afterthe inception of reform and opening-up in 1979, the ideological education began to follow a scientific path,striving for building a standard and professional mode. Although it had undeniable advantages, this mode hadalso caused some problems: for example, there was a lack of overall vision; only part of the ideological picturewas under focus; and the task of doing ideological education was confined to some specialized departments. Since the 18th national congress of the CPC, by absorbing the advantages of the mode before reform andopening-up and overcoming the problems with the mode after that, China has formed a comprehensive,integrated and diversified mode of ideological education. Following the requirements of the new era, thismode can bring about significant changes in ideological education. It is necessary for us to promote such atransformation in the mode of ideological education according to the needs of the new era.

相似文献/References:

[1]项贤明.新中国70 年教育观变革的回顾与反思[J].南京师大学报(社会科学版),2019,(02):015.
　XIANG Xianming.A Review of the Changes in China’s Outlook on Education Since 1949[J].Journal of Nanjing Normal University (Social Science Edition),2019,(04):015.
[2]王海英.新中国70年我国学前教育管理变革的回顾与反思[J].南京师大学报(社会科学版),2019,(04):040.
　WANG Haiying.A Review of and Reflection on the Reforms in China’s Pre-schoolEducation Management since 1949[J].Journal of Nanjing Normal University (Social Science Edition),2019,(04):040.
[3]辛向阳.新中国70 年国家能力建构研究[J].南京师大学报(社会科学版),2019,(05):092.
　XIN Xiangyang.A Study on the Development of China’s National Capacityin the Past 70 Years[J].Journal of Nanjing Normal University (Social Science Edition),2019,(04):092.

备注/Memo

备注/Memo:
佘双好，法学博士，武汉大学马克思主义学院教授、博士生导师（武汉430072）。本文系2018 年度马克思主义理论研究和建设工程重大项目“培养担当民族复兴大任的时代新人研究”（2018MZD020）研究成果。
SHE Shuanghao is Professor and PhD Supervisor at Wuhan University (Wuhan430072).
更新日期/Last Update: 2019-07-25