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多元化思想的侵扰、利益与信仰的矛盾、思想政治教育程式化严重、个体归属的分散性和不确定性所带来的不便,使得思想政治教育接受的难度加大,效果受到很大影响。以思想政治教育对象的心理为起点,探究如何在思想政治教育的不同阶段激发其作为接受主体的兴趣和认同,是“思想政治教育悦纳”一词提出的依据。思想政治教育悦纳理论是对思想政治教育接受理论的深化和发展。
The contradictions between pluralistic thoughts, interests and beliefs, the serious formalization of ideological and political education, the inconvenience caused by the dispersibility and uncertainty of individual ownership make it more and more difficult for ideological and political education to be accepted and the effect is greatly affected. Starting from the psychology of the object of ideological and political education, exploring how to stimulate its interest and identity as the accepting subject at different stages of ideological and political education is the basis for the proposition of “acceptance of ideological and political education.” The theory of acceptance of ideological and political education is the deepening and development of the accepted theory of ideological and political education.