Editor's note: "Problem analysis" is used to carry out ideological and political course teaching, which is an important way to reason with ideological and political courses. This teaching method emphasizes the combination of classroom teaching "talking good reason" with solving students' "ideological confusion". By establishing classroom teaching links dominated by teachers and introducing cooperative exploration links with students as the main body, on the one hand, it enhances the academic rationality, ideological and pertinence of teachers in ideological and political courses' teaching. On the other hand, it encourages students to learn and master the relevant content of Marxist theory through real listening, real thinking and real participation, and then consciously establish the correct position, viewpoint and method to understand the contemporary world and China. In teaching practice, we must pay attention to dealing with the relationship between formal innovation and content as king, the relationship between diversity and mainstream dominance, and the relationship between criticism and construction. At the same time, we should use the "baton" of the multi-link process evaluation system to ensure that the value and effect of teaching are revealed in all aspects.
On April 25, 2022, as the May Fourth Youth Day is approaching, General Secretary Xi Jinping visited Renmin University of China and pointed out that "the essence of ideological and political courses is to reason, pay attention to methods, and explain the truth deeply, thoroughly and vividly. Teachers should teach with heart, and students should understand with heart, so as to communicate with the soul, enlighten the mind, and inspire fighting spirit." [1] Xi Jinping's important statement on ideological and political courses profoundly reveals the essential attributes of ideological and political courses, and provides a fundamental guideline for the reform and innovation of ideological and political courses in the new era. Based on the actual teaching experience and observation and summary of teaching effects, we adopt a teaching method that integrates "problem analysis" into ideological and political courses, aiming to continuously deepen the research on key and difficult issues of curriculum teaching, and promote the in-depth combination of classroom teaching "talking good reason" with solving students' "ideological confusion". This is conducive to encouraging students to grasp thorough theories in participating in curriculum practice, so as to consciously establish the correct position, viewpoint and method to understand the contemporary world and China.
1. To reason through "problem analysis", you need to face students' ideological confusions
Xi Jinping pointed out: "To run ideological and political courses well means carrying out Marxist theory education, and using Thought on Socialism with Chinese Characteristics for the New Era Forging the soul and educating people." [2](P6) here clarifies the Marxist theory course attributes of ideological and political courses. Ideological and political courses are reasonable, including explaining the "basic principles of Marxism", explaining the "theoretical achievements of Marxism, especially Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era", and explaining the "various contents of our party's use of Marxism and its theory of sinicization to guide society and life." [3] In teaching practice, we adopt "problem analysis"-based teaching, based on students' ideological confusion, and combine the teacher-led classroom teaching link and the student-centered cooperative exploration link, aiming to enhance the academic rationality, ideological and pertinence of teachers in ideological and political courses, and enhance students' acceptance and recognition of Marxist theory.
1. Taking students' confusion as the starting point, enhance the rationality of ideological and political courses
When Xi Jinping spoke at the celebration of the 80th anniversary of the founding of the Central Party School, he emphasized: "Interest is the best teacher to motivate learning." [4](P11) Judging from the current teaching content, a lot of the classroom knowledge taught by ideological and political courses are exposed to by students, which is an important reason why students think that the course is "boring". However, " knows the truth and " does not mean "knowing why", and "knowing" does not mean "identification". Therefore, it is necessary to work hard to find out real problems when students are confused and use this as an important means for teachers to explain good reason in class. "Problem Analysis" is used to carry out ideological and political teaching. On the one hand, it emphasizes that teachers should deepen their teaching content and combine them with key and difficult issues to explore the places where students are prone to misunderstandings, confusions, and doubts, integrate and refine them into specific problems, so as to point to students' ideological needs and stimulate students' interest in solving problems, and mobilize students' autonomy in learning. On the other hand, it emphasizes that students participate in the process of problem solving based on their own ideological confusion and interests. While exploring the problem in depth, they re-understand their existing cognition and understanding, and truly understand their own problems.Teaching designs such as
encourage students to actively learn. When students find that existing knowledge and theories are difficult to support the problem solving in the process of exploring the way to solve problems, teachers will promptly introduce the content of Marxist theoretical education, which can better guide students to understand the scientificity and truth of Marxism. In other words, when students' learning purpose is no longer just to learn knowledge and complete course requirements, but to solve the doubts they want to solve and to in-depth questioning and reflection on the problems, they will achieve the transformation from "I want to learn" to "I want to learn". In this state, guiding and inspiring students can help them combine ideological confusion with the principles taught in ideological and political courses, especially related contents of Marxist theory, to encourage them to learn and master Marxism. [1]
2. Focusing on the analysis activities, enhance the ideological nature of ideological and political courses in reasoning
Xi Jinping pointed out: "What teachers in ideological and political courses should not only give students some abstract concepts, but should be to observe and understand the positions, views, and methods of the contemporary world and contemporary China." [2](P14) If integrating and refining knowledge into specific problems is a key link for teachers to grasp the pulse of students' thoughts and stimulate students' curiosity based on students' ideological confusion and key and difficult issues in the textbook, then, after setting specific problems based on students' cognitive needs, analyzing and solving problems through analysis activities is a necessary measure for teachers to give students method enlightenment and value guidance and enhance the ideological nature of ideological and political courses in reasoning .
From the current general situation, students' ability to acquire knowledge is increasing, but their ability to integrate and compare still needs to be cultivated, and the comprehensiveness and depth of analysis problems are relatively insufficient. Therefore, in the learning process, what students need more is the understanding of methods, the cultivation of thinking ability, and the value guidance throughout it. If students only provide ready-made answers to students' ideological confusion, they may not be able to accept and agree with them, and may even misunderstand the actual meaning of the principle of "indoctrination" of ideological and political courses, and believe that teachers are compulsory to fill in the correct "big truth", which will inevitably lead to a resistant mentality. Focusing on the analytical activities, on the one hand, teachers explain the Marxist standpoint, viewpoint and method and provide relevant literature reading materials. While highlighting the ideological nature of ideological and political courses, they help students establish thinking and scientific methods for analyzing and solving problems; on the other hand, under the leadership of teachers, teaching assistants cooperate to guide students, and encourage students to think deeply through cooperative inquiry learning activities, so as to cultivate students' ability to analyze and solve problems while realizing value shaping. Overall, the introduction of the analysis link can make up for the shortcomings of students' current lack of knowledge but lack of deep understanding of Marxist theory, and promote students to consciously internalize it in their hearts and externalize it in their actions.
3. Taking answering ideological confusion as the focus, enhance the pertinence of ideological and political courses in reasoning
Xi Jinping emphasized: "We must pay attention to heuristic education, guide students to discover problems, analyze problems, and think about problems, so that students can come to conclusions naturally through continuous inspiration." [2](P22) In fact, using "problem analysis" throughout ideological and political courses is a teaching method that actively applies heuristic education. In introducing a cooperative exploration link with students as the main body, it can not only encourage students to analyze, think about and solve problems, and draw natural conclusions, but also help teachers grasp the points that students are truly interested in and have ideological confusion, and enhance the pertinence of rationalization of ideological and political courses.
It should be clear that enhancing the pertinence of rationality in ideological and political courses does not come from fashionable language or humorous discourse that caters to students' interests, nor can it be achieved by attracting students to "look up", but rather, it is necessary to explain the theory clearly and respond to doubts.Under the teaching method with "problem analysis" as the main line, teachers carefully set up "real problems", provide guidance on classroom teaching links, introduce expanded reading materials, and organize problem seminars and lesson preparation meetings conducted by teaching assistants before the cooperative exploration activities to help stimulate students' interest in exploring problems, point out the direction of thinking about problems, and make content reserves for cooperative exploration activities; in cooperative exploration learning activities, students need to participate in the discussion based on classroom learning and independent thinking, and display the results of problem analysis in the classroom report; finally, teachers will overcome legacy problems and key difficulties through classroom teaching, and realize the traceability of problems through homework assessment. From setting up problems to displaying and summarizing the results of problem analysis, this dynamic process always focuses on answering students' ideological confusions. On the one hand, through full participation in all aspects of teaching, students' understanding of problems is deepened layer by layer, and the original vague understanding and wrong views are gradually clarified; on the other hand, the solid theory, meticulous logic and incisive analysis in the teaching process of teachers in classrooms make students' ideological understanding from "sensible but wrong" to "suddenly enlightened", truly realizing the improvement of the sense of gain of the course.
2. To reason through "problem analysis", it is necessary to give full play to the dominance of teachers in classroom teaching
To reason through "problem analysis", it is necessary to give full play to the leading role of teachers in classroom teaching. Specifically, teachers should achieve the transformation from the textbook system to the teaching system based on deep cultivation of textbooks, combining the key and difficulties of the textbooks and students' ideological confusions; they should achieve the combination of knowledge imparting and ability cultivation on the basis of closely following problem analysis and guiding students' analysis direction; they should clarify confusions and respond to problems on the basis of carrying out analysis activities, and achieve the organic unity of good reasoning and value shaping.
1. Deeply cultivate the textbooks, refine problems, and realize the transformation of the textbook system to the teaching system
In-depth grasp and integration of the textbook content is the basis for teachers to exert their dominance. The unified textbooks for ideological and political courses condense rich ideological and theoretical resources, embody the essence of subject knowledge, and are political and ideological. They are an important guarantee for ensuring the political direction, ideological height and theoretical level of ideological and political courses. Xi Jinping pointed out that "in teaching ideological and political courses, teachers should use unified textbooks as the basis to ensure the standardization, scientificity and authority of teaching." At the same time, since "the textbooks give basic conclusions and brief discussions of teaching, it is necessary to make different types of students love to listen, learn, understand and learn, and do a lot of creative work." [2](P21) Because of this, it is necessary for teachers to carefully study the textbooks and understand them thoroughly, clarify the key points and difficulties of each chapter, grasp the internal logic of the knowledge system, and prepare to help students form a more systematic, complete and organic knowledge context. Of course, to achieve the purpose of explaining good principles in ideological and political courses, teachers cannot just grasp the textbooks, but also take students’ confusion as the starting point.
Currently, students' confusion about teaching content mainly comes from the three contradictions. First, the contradiction between the acquisition of theoretical knowledge and the at a loss of time to the complexity of real life. For example, when teaching the "Relationship between individuals and society" of "Ideological and Morality and Rule of Law", students may have confusion such as "how to realize their self-worth in a fierce competition, how to truly connect their personal future and destiny with the future and destiny of the country and nation." The second is the contradiction between the establishment of mainstream values and the insufficient identification of the diverse values stance of real society. For example, when teaching values-related knowledge, students may have questions such as "also including value concepts such as democracy and freedom, how to view common values and the West' universal value '". Third, the contradiction between the depth of theoretical knowledge and students' simple ideological cognition. For example, when teaching issues related to Chinese spirit and patriotism, if you do not have a deep understanding of "upholding the unity of patriotism, love for the Party and love for socialism", questions such as "why can't you just be patriotic and love this land" may arise.After finding the intersection of the key and difficulties of the textbook and the students' ideological confusion, set up the appropriate number of problems based on the actual teaching situation, and try to connect the key and difficulties of this chapter and the core content of the teaching chapter through 3 to 5 questions, so as to realize the transformation from the textbook system to an internal logical teaching system.
2. Focusing on the analysis and guiding the direction, we realize the combination of knowledge imparting and ability cultivation
In the process of transforming the textbook system into a teaching system, teachers carefully set up specific problems and formed a problem system, providing a good premise for the development of the "problem analysis" activity. In order to ensure the effectiveness of the analytical activities, in the classroom teaching process, teachers do not have to provide students with ready-made answers to their problems, but should cultivate students' ability to solve problems. First of all, teachers should explain clearly the purpose of carrying out cooperative exploration activities in classroom teaching, so that students can clarify the teaching link. What needs to be done in this teaching link is to explore why and explore what to do in the depth of knowledge. In the process of solving problems, see the essence through phenomena, clarify the deep logic of solving problems, master the scientific thinking of solving problems, and use this as an important way to independently solve ideological confusion. Secondly, teachers should demonstrate how to use Marxist standpoints, views, and methods to understand and analyze problems in classroom teaching, so that students can apply them in the process of problem analysis and learn from one example and apply them to others. For example, on the issue of "unification of patriotism, love for the Party, love for socialism", it is necessary for teachers to explain clearly how the Communist Party of China led the Chinese people to closely link patriotism with revolution, construction and reform practices, and successfully achieved the purpose of saving the country and the people, strengthening the country and enriching the people; explain clearly how socialism laid the foundation for China's modernization in a modern China that is poor, weak and oppressed, so that patriotism has a specific social system to carry; explain clearly how patriotism, love for the Party, and love for socialism is unified in the historical practice of realizing the great rejuvenation of the Chinese nation. Furthermore, based on the content of the classroom teaching, we put forward questions that need to be analyzed, such as "how to understand the three floors of 'climbing patriotism, socialism, and communism'" and "how to view the view that 'patriotism does not mean loving socialism'" so that students can apply what they have learned. Thirdly, we should combine past teaching experience, study situation research, communication with students, and communication with teaching assistants, and introduce richer teaching resources based on the issues that need to be identified and the students' ideological level, cognitive ability, and acceptance level, and supplement relevant literature and materials for students to read as reference materials for their independent thinking and cooperative exploration. This can enable students to have evidence in the process of solving problems, avoiding students' random search for information through the Internet and other channels, obtaining superficial, one-sided or extreme material views, and giving students a profound learning experience.
3. Respond to confusion, clarify problems, and achieve a unified understanding of the reasoning and value shaping
Students can often deepen their thinking and understanding of the problem in the process of analyzing and solving problems, and form problem-solving solutions in autonomous cooperative exploration activities, thereby improving their abilities. It should be noted that the problems of course design often touch reality and have a certain depth, and are even sharp and sensitive. Therefore, even with the guidance of teachers and the assistance of teaching assistants, students will inevitably have blind spots in their thinking and exploring the ways to solve problems, and it is difficult to form a systematic summary and academic theoretical sublimation of the knowledge involved. Therefore, teachers need to integrate the new problems found in the cooperative exploration process into classroom teaching, and summarize and reflect on the entire analysis process to adjust and improve the teaching system. Specifically, the teaching assistant should participate in the entire analysis activity through the "tracking" process, collect "doubts" that students have not solved or skipped by themselves, and provide timely feedback to the teachers.Based on students' classroom display activities and personal homework, teachers understand students' understanding of ideological and theoretical issues, promptly capture students' unsolved problems, problems that still need to be deepened, and problems that are incorrectly understood, adjust, supplement, modify and improve the teaching content, and through thorough explanation of the theory, clear away the fog that is still shrouded in students' thoughts, and use their own knowledge, experience and experience to help students achieve the improvement of teaching key points from understanding and understanding to recognition, and provide a foundation for establishing students' correct values, outlook on life, and world outlook.
3. It is necessary to give full play to the subjectivity of students in the cooperative exploration link
General teaching theory shows that there is a significant gap in the retention rate of learning content in different ways of students participating in learning, and the learning effects of team learning, participatory learning, and active learning The traditional teaching method that is significantly higher than the "one-man-one" of teachers, uses "problem analysis" to run through the teaching method of ideological and political courses, emphasizing the giving full play to the subjectivity of students when accepting knowledge and building a knowledge system, which can help students carry out self-education on the basis of accepting classroom teaching, so that they, as the subject of education, fully participate in the entire process of problem analysis through independent thinking, cooperative exploration, classroom presentation, questioning and reflection, and thus achieve recognition of the theories, opinions and conclusions taught by teachers in a "breaking" and "established" thinking training.
1. Participate in cooperative exploration on the basis of independent thinking and deeply analyze specific problems
In the "problem analysis" teaching, in addition to teachers guiding problems in the classroom teaching process, teaching students the methods of analyzing problems and responding to problems, there is another very important link, namely, the cooperative exploration activity with students as the main body, which is held outside of the class. This teaching link adopts group topic selection and group discussion, which can not only meet students' diverse and personalized needs, but also ensure the horizontal coverage and vertical depth of teaching, and also provide students with a platform for cooperative learning and discussion.
According to this teaching design, each student can choose to participate in a group for cooperative inquiry activities based on their interests. The number of groups and the number of students in each group are arranged according to the classroom capacity, and students are assigned to the corresponding groups based on the course progress and student interests. This not only ensures that every student participates in the cooperative exploration, but also allows the problems in each chapter to be fully discussed and analyzed. Students’ independent learning and thinking are important links that connect teachers’ teaching and students’ cooperative exploration. After selecting the corresponding group, students should think about the problems in the selected chapter based on the classroom teaching content and the reference reading list and materials provided by the teacher, form their own views and analytical ideas on the problems, and submit the results of their independent thinking in the form of homework after class. The process of completing homework is a process of preparing for subsequent cooperative exploration, which is conducive to students fully participating in cooperative exploration and making targeted; the submitted homework is also a way for teachers to understand students' ideological trends and problem-solving ideas, and can help teachers to be more targeted when teaching ideological theories and conducting academic analysis in subsequent classroom teaching.
2. Under the guidance and leadership of the teaching assistant, we will discuss the ways to solve problems and explore the cooperative exploration activities of
is a key step in identifying problems. The purpose of this link is to enable students to fully integrate into group discussions, explore and analyze problems in a cooperative manner, and discuss ways to solve problems. During this process, students explain their own views based on perceptual understanding and material analysis, express their opinions within the group, communicate in depth, and achieve collision of ideas and expansion of thinking. To ensure the smooth progress of this activity, we need to select serious and responsible teaching assistants when making preparations, aiming to play an important role in grasping the direction and strengthening the academic theory of students' discussions. Before the cooperative exploration activity is launched, teachers and teaching assistants jointly design cooperative exploration plans through a lesson preparation meeting to determine the problem interpretation ideas and the goals, processes, forms, etc. of cooperative exploration.During the cooperative exploration process, students should initially clarify the significance and ideas of the group's cooperative exploration under the guidance of the teaching assistant, and fully discuss and gradually deepen with the participation of the teaching assistant to ensure that the cooperative exploration is carried out efficiently without deviating from the topic.
cooperative exploration activity was designed twice. During the first discussion, the teaching assistant led the students to sort out the problems and supplementary materials that this group needs to explore, and guided students to clarify the goals and ideas of the group's exploration problems. After that, each group member expressed his own opinions, jointly discussed problem-solving plans, design display plans and ideas, and solved problems through cooperation. It should be noted that teaching assistants should provide "limited guidance" without giving a successful answer, focusing on providing Marxist perspectives, theories and methods to analyze and solve problems, so as to make inquiry learning activities more profound and academic. During the second seminar, each group should form the problem-solving plan of this group, outline the logical framework of the problem-solving plan, and the assistant teaching staff will provide appropriate revision suggestions to help the group improve the results reporting ideas.
3. After the cooperative exploration activities, the inspection team will discuss the learning results and explain the reasoning. Not only teachers can speak, but students must also organize themselves to speak. Results report is an important link to guide students to play a subjective role in the process of analyzing and solving problems. It aims to present the results of problem analysis to teachers and classmates in the form of theoretical explanations, so that students can achieve the transformation from "input" to "output" in their understanding of problems.
Before the report activity is launched, the group members organically divide the labor and work together to design the explanation methods and content. In this process, the teaching assistants should guide students to focus on the interpretation of problem-solving ideas and opinions, encourage innovation in form, but also avoid the "turning the cart before the horse" of content and form. During the reporting activities, each group needs to present the results of cooperative inquiry within the specified time and try its best to explain the problems selected by the group. This process can not only show the results of classroom learning, independent learning and cooperative inquiry, but also exercise students' ability to explain problems and express discourse. After the report activity, the teacher should encourage other students to raise questions or dissent opinions, and the members of this group will answer or supplement. Each student can also be asked to evaluate the content of this display in the form of a small assignment and explain their understanding of the problem, so as to form an interaction between the members of the group and other students. This interactive process can effectively prevent students from only paying attention to the problems and theories that need to be identified in this group and ignoring the thinking of other problems and theories, and mobilizing the classroom participation of the whole class to the greatest extent. In addition, teachers should promptly comment, supplement and summarize, and assign inquiry homework to guide students to sort out and summarize the entire process of analyzing problems in the form of papers, and refine their views and conclusions so that students can trace back and re-understand the problems and theories they need to master.
4. It is necessary to reason through "problem analysis" to deal with several pairs of relationships
"problem analysis" is integrated into the teaching of ideological and political courses. There are several pairs of relationships that need to be handled in particular, including the relationship between formal innovation and "content is king", the relationship between diversity and mainstream dominance, and the relationship between criticism and construction. Only in this way can we ensure that the effect of using this teaching method to reason well can be fully demonstrated.
1. Handle the relationship between "formal innovation" and "content is king"
At present, the reform and innovative development of ideological and political courses teaching have become an inevitable requirement for promoting the construction of ideological and political courses in colleges and universities, but innovation is a means rather than an end. "Content is king" has always been the fundamental and cornerstone of reform and innovation of ideological and political courses. In the practice of "problem analysis" throughout the teaching of ideological and political courses, the purpose of problem setting is not only to arouse students' interest, but also to guide students to actively think, explore independently, and solve problems. It should be noted here that teachers should carefully set "real problems" and "good questions" that resonate with the key points and difficulties of teaching and students' ideological confusion, so that students can get answers to confusion, training of thinking, improvement of ability and even shaping of value through understanding and analysis of the problems.For the design of cooperative inquiry, it is necessary to clarify that the cooperative inquiry conducted in groups and classroom teaching are complementary and complementary. The two must not be disconnected or neglected. In other words, teachers of ideological and political courses cannot be "kidnapped" by formal innovation, nor can they completely "let go" because of formal innovation. On the one hand, teachers should avoid insufficient theoretical depth and teaching becoming a formality, which will lead to teaching activities becoming noisy that seems lively but is actually meaningless. They should pay special attention to guiding students to "content is king", focus on problem analysis, and cultivate students' critical thinking and problem-solving ability. On the other hand, we cannot use the banner of formal innovation and "letting the classroom over to students", let students "sell classes on behalf of teachers", and use formal innovation as an excuse for teachers to "transfer tasks", so that cooperative exploration can become a reason for teachers to neglect to prepare lessons and be tired of coping. In 2021, the Ministry of Education issued the "Standards for the Construction of Ideological and Political Theory Courses in Higher Education Institutions (2021 Edition), which still regards "no misappropriation or reduction of class hours" as an important indicator. It can be seen that teachers of ideological and political courses must pay attention to and make good use of classroom teaching, the main channel for cultivating morality and cultivating people. No matter how innovative the form is, they must take "content as king" as the foundation.
2. Handle the relationship between diversity and mainstream dominance
Handle the relationship between diversity and mainstream dominance, which means that in the process of guiding and carrying out problem analysis, we must not only allow exchanges and confrontations of diverse ideas, but also focus on strengthening the recognition of mainstream ideology , while fully mobilizing students' subjectivity, and give full play to the leading role of teachers, and lead students' thoughts with socialist core values . Specifically, in the process of problem analysis, students should not only leave enough open communication space, but also have appropriate boundaries, that is, the collision of different opinions should be allowed in the process of cooperative exploration, but they should not let it go. It is necessary to ensure that the exchange and discussion will never deviate from the topic and the right track. The diverse views generated during the problem analysis process should be understood and tolerated. At the same time, we should realize that "school is the forefront of ideological work, not an ivory tower or a peach blossom land." [2](P6) College students have not yet survived independently in society, their thoughts have not yet been fully mature, and their ability to distinguish social information needs to be improved. They are susceptible to negative influences by complex social environmental factors. Therefore, we should focus on avoiding students deviating from mainstream values and losing judgment during the discussion process and being "led by the rhythm", leading to the fermentation of wrong ideas and views. In this regard, first, teachers and teaching assistants should carefully screen and determine relevant auxiliary reading materials to provide students with "thorough theory" for reference; second, we should ensure that teaching assistants follow the discussion process and participate in guidance throughout the process, and guide them in a timely manner when the discussion deviates from the topic or makes directional errors. The problems that touch the principles and bottom lines should be corrected in a timely manner, and the problems that students do not grasp are timely "taken" and respond to the key points; third, in the classroom presentation and classroom teaching stages, teachers should check and make summary, point out problems in a timely manner, do not avoid the ideological attributes of ideological and political courses, do not be afraid of sharp and sensitive issues, and explain the problems involving deep-seated theories and practices clearly and thoroughly, and strengthen ideological guidance and value guidance with solid theoretical foundation.
3. Grasp the relationship between criticism and construction
Through "problem analysis" throughout the teaching of ideological and political courses, we need to focus on the cultivation of critical thinking, but this does not mean that students deny all phenomena, opinions, theories, etc. that they are exposed to, but that students should realize that there is construction in criticism, and the criticism and rejection of inherent cognitions include the construction and establishment of new knowledge. For example, the criticism of wrong thoughts and clarification of wrong perceptions in teaching also contains the implications of guiding students to use Marxist standpoints, views and methods to analyze and solve problems.In the chapter "Ideology, Morality and Rule of Law" class "Clear Value Requirements and Practice Value Codes", when teaching the prominent characteristics of common values, value stances and the essence of Western "universal values", we take democracy as the starting point and guide students to analyze what democracy is through the setting of questions such as "How to view democracy is 'the people's masters'", "What institutional systems do our country have to ensure that the people are masters'", "Is the democratic system universal?" In this process, we must pay attention to letting students fully realize that people's democracy is a political system that combines the basic principles of Marxism with China's specific reality, with distinctive Chinese characteristics and a deep foundation rooted in Chinese soil. People's democracy throughout the whole process is the precise expression of this system, including the core essence of "organic unity of the Party's leadership, the people's mastery of the country, and the rule of law". It is a comprehensive, real and effective democracy that can ensure that the people are mastery of the country, and is essentially different from the "freedom and democracy" in the West. On this basis, some students correct the wrong concept of equating democracy with Western "freedom and democracy", and then use this perspective as the starting point to clarify the difference between common values and so-called "universal values", and avoid students from regarding Western concepts and theories as the criterion for understanding contemporary China and the world.
Overall, "problem analysis" is used to run through ideological and political teaching, aiming to combine classroom teaching with solving students' ideological confusion. To achieve this goal, we need to make good use of the "baton" of the assessment and evaluation system, so that the fair, reasonable, clear-headed, meticulous and rigorous assessment and evaluation system plays its role in implementing teaching design and guiding students' values. In terms of classroom learning, in-class tests related to teaching content are set up to urge students to seriously participate in the teacher's classroom teaching process; in terms of after-class learning, students' deep thinking results are tested through inquiry reports and papers; in the cooperative exploration process, pay attention to feedback and scoring by teaching assistants based on students' performance. The above assessment and evaluation system abandons the evaluation method oriented towards memorization of knowledge. Through multi-link and comprehensive process evaluation, students are guided to learn, listen and feel, and promote students to establish correct ideals and beliefs and learn correct thinking methods in the teaching process of ideological and political courses.
Comment:
[1] During his inspection at Renmin University of China, Xi Jinping emphasized: Adhere to the leadership of the Party and inherit the red genes and take root in the land of China, and embark on a new path to building a world-class university with Chinese characteristics [N]. People's Daily, 2022-04-26 (1).
[2] Xi Jinping. Ideological and political courses are key courses for implementing the fundamental task of cultivating morality and cultivating people [M]. Beijing: People's Publishing House, 2020.
[3] Liu Jianjun . How to understand "the essence of ideological and political courses is reasoning" [N]. China Social Sciences Journal, 2022-05-20 (4).
[4] Xi Jinping. Speech at the celebration of the 80th anniversary of the founding of the Central Party School and the opening ceremony of the spring semester of 2013 [M]. Beijing: People's Publishing House, 2013.
(Author: Li Jiangjing, researcher at the Center for Moral Education of Tsinghua University, associate professor of the School of Marxism, and young scholar of Zhongying of Tsinghua University)
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