朱燕玲. 以马克思主义人文关怀助推思政课建设内涵式发展[J]. 黄河水利职业技术学院学报, 2022, 34(1): 87-90,104. DOI: 10.13681/j.cnki.cn41-1282/tv.2022.01.020
    引用本文: 朱燕玲. 以马克思主义人文关怀助推思政课建设内涵式发展[J]. 黄河水利职业技术学院学报, 2022, 34(1): 87-90,104. DOI: 10.13681/j.cnki.cn41-1282/tv.2022.01.020
    Zhu Yanling. Promoting Connotative Development of Ideological and Political Course Construction with Marxist Humanistic Care[J]. Journal of Yellow River Conservancy Technical Institute, 2022, 34(1): 87-90,104. DOI: 10.13681/j.cnki.cn41-1282/tv.2022.01.020
    Citation: Zhu Yanling. Promoting Connotative Development of Ideological and Political Course Construction with Marxist Humanistic Care[J]. Journal of Yellow River Conservancy Technical Institute, 2022, 34(1): 87-90,104. DOI: 10.13681/j.cnki.cn41-1282/tv.2022.01.020

    以马克思主义人文关怀助推思政课建设内涵式发展

    Promoting Connotative Development of Ideological and Political Course Construction with Marxist Humanistic Care

    • 摘要: 马克思主义人文关怀立足于“现实的人”以及人的现实需要,是具有主体性、思想性、现实性和实践性的关怀。马克思主义人文关怀视野下思政课建设的内涵式发展是教师和学生的共同发展。马克思主义人文关怀与思政课建设紧密关联,是思政课建设内涵式发展的现实需要。以马克思主义人文关怀助推思政课建设的内涵式发展,要始终从教学中师生的实际需求出发,正视学生的发展诉求、重视对教师内在动力的激发,以实现教学主体的全面发展为根本维度,从教学内容、教学形式和教学评价三个基本维度来满足师生的发展需求,促进师生的共同发展。

       

      Abstract: The Marxist humanistic care is based on the “realistic people” and the realistic needs of people,and is one kind of care with subjectivity, ideology, reality and practice. The connotative development of ideological and political course construction under the vision of Marxist humanistic care is the common development of teachers and students. The logical connection between Marxist humanistic care and ideological and political course construction is the realistic need of the convolution development of ideological and political course construction. Making the Marxist humanistic care promote the connotative development of ideological and political courses construction, it always starts from the actual needs of teachers and students, faces the demands of student development, pays attention to the value of teachers’ intrinsic motivation inspiration. In order to achieve the comprehensive development as a fundamental dimension of teaching subject, from teaching content, teaching form and teaching evaluation of three basic dimensions, it meets the development needs of teachers and students, and promotes the common development of teachers and students.

       

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