中华优秀传统文化融入思政课教学的探索与思考--以唐诗宋词为例

中华优秀传统文化源远流长,是中华民族的精神血脉和文化基因。唐诗宋词是中华优秀传统文化中的极品,蕴含着丰富的思想道德资源,对“思想道德修养与法律基础”课教学具有重要价值。将唐诗宋词融入其中,必须坚持继承与扬弃的统一、价值引领、主次分明等原则,通过融入课堂教学、开展第二课堂、拓展实践教学、激活诗词地理游学等路径,实现中华优秀传统文化传承和大学生思想道德素质提升的相得益彰。     

校园电视与高校德育

电视是当今世界最具影响力的大众传媒之一，分析了校园电视与高校德育的相关性以及校园电视在高校德育中发挥的不可低估的作用，提出了办好校园电视节目的一些基本要求。     

古代家教的德育内涵缕述

中国古代重视家庭教育,而家训是其中的重要形式之一。该文以家训为论述对象,探讨其间的德育内涵,具体分孝悌、做人、仁爱、节俭四个方面。     

浅析高职思想道德修养课教学创新

思想道德修养课教学创新,从理论教学创新、实践教学创新、考核教学创新全方位入手,不断提高大学生政治修养、思想修养、道德修养和人格修养。     

论毛滂的词风及其文化意蕴

综观上个世纪至今的毛滂研究。一般认为他创立了别具一格的词风,而对这种词风所具有的特点、内涵多语焉不详。毛滂词豁达潇洒的情怀,超凡脱俗的气度等都酷肖苏轼词的风貌,体现着苏词的革新精神。当然,毛词与苏词也明显有所不同,他的多数词作表现出来的那种超绝尘网、追求个性自由的品性不应该轻易否定。     

“We are only looking for the right answers”: the challenges of controversial issue instruction in South Korea

This study explores the perceptions of South Korean moral and social studies education teachers, teacher educators, and students on the promises and challenges of introducing and discussing controversial issues within their classrooms. The findings suggest that college entrance exams, textbooks, didacticism, dualism, administrators, textbooks, standards, fear of bias, scant instructional time, and reticent classroom climates collectively undermine controversial instruction in South Korea The few pathways that counter these challenges include student-generated curriculum topics and tying lessons to current events. Similar to other democratic societies, South Korea's paucity of reflective thinking on controversial issues represents a clear hazard to the development of citizens who make informed and reasoned decisions for the common good.     

从关汉卿的文化思想看《窦娥冤》的价值取向

作为中国戏曲史上具有里程碑意义的大家,关汉卿的杂剧创作历来受到广泛关注。不同时代受不同价值观影响,对关汉卿杂剧尤其是其悲剧代表作《窦娥冤》的文化思想意义作出了不同评判。我们认为《窦娥冤》的价值取向立足于儒家文化的伦理精神和道德使命感,立足于忧患意识和社会责任感,立足于进取精神和民本意识。     

大学生德育为先的本质是和谐发展

德育是大学生和谐发展的首要条件,德育为先在于充分发挥德育对人才成长的动力、方向和保证作用,进而促进大学生的和谐、全面发展。     

陶行知提倡“学生自治“的当代价值

陶行知德育理论实质上是生活德育论 ,在管理上最突出的是提倡“学生自治”。本文以原始文本为依据 ,结合当代学校德育管理的实际 ,就什么是学生自治、为什么要提倡学生自治、怎样施行学生自治等问题进行分析论述 ,认为在当今继承陶行知这一思想遗产 ,实行学生自治不仅是必要的 ,而且是切实可行的 ,是富有成效的德育教化的重要途径。最后指出学校领导要将学生自治当作“学校里一件重要的事情”来抓 ,学校的德育工作必将出现新局面、上新台阶。     

Why should I be grateful? The morality of gratitude in contexts marked by injustice

In philosophical and psychological literature, gratitude has normally been promoted as beneficial to oneself and others and as morally good. Being grateful for what you have is conceived as virtuous, while acts expressing gratefulness to those who have benefited you is often regarded as morally praiseworthy, if not morally expected. However, critical interrogations of the moral status of gratitude should also frame the possible cultivation of gratitude in moral education. This article focuses on whether gratitude should be regarded as morally ideal, praiseworthy or expected in contexts marked by social inequity and injustice. It considers competing articulations of gratitude in philosophical and psychological research and how gratitude can be conceived in some cases as praiseworthy and in others as potentially problematic. Finally, it considers the implications of a multipronged view of gratitude for teaching for and about gratitude in social justice education.