The Problems and Countermeasures of Accepting Discourse in Teaching Ideological and Political Theory Courses in Universities
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摘要: 思想政治理论教学话语在学生认知建构、情感内化、行为选择等思想政治教育接受的各个环节起着重要作用。当前，思政课教学话语接受过程中存在着学生话语接受倾向功利化、话语接受效果浮于表面以及知行转化障碍等问题。造成这些问题的主要原因包括教师未能走进学生生活因而对学生话语接受特点把握不到位、现有考核方式偏重于教材话语记忆以及课程实践教育未能真正走进现实生活。因此，为提高思政课教学话语接受程度，需要思政课教师走进学生生活、在互动中实现师生话语融合；创设民主宽松的活动情境，为学生提供走进社会的条件，促进知行转换；丰富考核内容，重点考核学生话语中的三观而非教材话语的记忆。Abstract: The discourse in ideological and political education plays an important role in various aspects of student cognitive construction, emotional internalization, and behavioral choice. Currently, there are problems in the process of accepting discourse in ideological and political education, such as utilitarian tendencies in student discourse acceptance, superficial effects in discourse acceptance, and obstacles in knowledge action transformation. The main causes of these problems include teachers' failure to enter the life of students and thus their incomplete grasp of the characteristics of students' discourse acceptance, the existing assessment methods focusing on the memorization of teaching materials and the failure of curriculum practice education to enter the real life. Therefore, in order to improve the acceptability of ideological and political teaching discourse, it is necessary for ideological and political teachers to enter students' life and realize the integration of teacher-student discourse in the interaction; create a democratic and relaxed activity situation, provide the conditions for students to enter the society, and promote the transformation of knowledge and action; enrich the examination content, and focus on the examination of the three views of students' discourse rather than the memory of the textbook discourse.
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