微时代下主体间性思想政治教育转向研究

发布时间：2018-03-15 20:38

本文选题：微时代　切入点：主体间性　出处：《扬州大学》2017年硕士论文　论文类型：学位论文

【摘要】：传统思想政治教育受主体性哲学的影响,将教育者当作是唯一主体,往往以“物”的方式对待受教育者,忽视了其拥有的主体性和能动性,造成了教学过程一定程度“人”的空场。我们迫切需要给予受教育者人文关怀,建构目中有人的思想政治教育,所以出现了主体间性思想政治教育的提法。由于主体间性思想政治教育的研究还不是很深入,所以一般的含义界定,过于强调师生平等,不符合我国思想政治教育的本质,无法保证教育者的思想引导作用。实际上现代西方的主体间性理论在引入思想政治教育实践后,它的含义发生了一定变化,开始主张一种有差异的平等关系。简单说来就是平等并不表示师生之间是没有差别的对等,二者地位的平等仅仅是人格、精神和话语机会的平等。主体间性思想政治教育的优势表现在:一方面提倡师生间平等对话,摈弃教育者话语霸权,使得思想政治教育的强制性目的隐藏在开放、共享的交流活动中,有利于提升思想政治教育的实效性。另一方面教育者从授业者变为讨论者,通过对话活动有意识地启发受教育者把主流价值观内化为自身的思想信念,从而非强制地发挥思想主导作用。它虽然突破了以往单向的的封闭式教学方法,却也面临着师生由于天然的身份、经验差距导致相互对话和理解的困境。所以思想政治教育需要在一个合适的环境中才能实现主体间性转向。微博、微信等微媒体取代传统媒体权威地位,开启了信息传播的新时代——微时代。微时代里每个人都有发言权,现实生活中活生生的作为主体而非客体的人的能动性、创造性得到充分激活。微媒体作为视力、听力等人的感官的延伸成为人的交往工具,让人们的交往模式从单向走向多向,不仅有利于人与人关系的主体间性回归,也使得这种主体间性具有扁平化、符号化和跨时空性的新特点。微时代下主体间性思想政治教育的结构应该分为三个部分:微时代思想政治教育交互主体之间的主体间性;微时代思想政治教育不同文本之间的文本间性;思想政治教育交互主体与微环境之间的主体间性。相应地微时代给主体间性思想政治教育转向带来的影响也表现在这三个方面。为了实现主体间性思想政治教育,必须从话语机制、技术机制、践行机制和考核机制入手实现转向。
[Abstract]:Under the influence of subjectivity philosophy, traditional ideological and political education regards the educator as the only subject, and often treats the educatee in a "material" manner, neglecting its subjectivity and initiative. This has created a certain degree of "human" void in the teaching process. We urgently need to give humanistic care to the educatees and construct the ideological and political education of the people in their eyes. Therefore, the formulation of inter-subjectivity ideological and political education has emerged. Since the study of inter-subjectivity ideological and political education is not very thorough, so the general definition of meaning, too much emphasis on the equality of teachers and students, does not conform to the essence of ideological and political education in our country. In fact, the intersubjectivity theory of modern western countries has changed its meaning after introducing the practice of ideological and political education. In short, equality does not mean that there is no difference between teachers and students. The equality of status between teachers and students is just a personality. The advantages of inter-subjectivity ideological and political education are as follows: on the one hand, it advocates equal dialogue between teachers and students, rejects the discourse hegemony of educators, and makes the compulsory purpose of ideological and political education hidden in the opening up. In the shared communication activities, it is helpful to improve the effectiveness of the ideological and political education. On the other hand, the educator changes from the educator to the discussant, and consciously enlightens the educatee to internalize the mainstream values into his own ideological beliefs through dialogue activities. It breaks through the former one-way closed teaching methods, but it also faces teachers and students because of their natural identity. The gap of experience leads to the dilemma of mutual dialogue and understanding. Therefore, ideological and political education needs a suitable environment to realize the inter-subjectivity turn. Weibo, WeChat and other micro-media take the place of traditional media authority. It opens a new era of information dissemination-the micro-era, in which everyone has a say, and in real life, people who are living as subjects, not objects, are fully motivated by creativity. Micromedia as vision, The extension of hearing and other people's senses becomes the tool of human communication, which makes people's communication mode from one-way to multi-directional, which is not only conducive to the return of inter-subjectivity of human relations, but also makes this inter-subjectivity flattening. The structure of inter-subjectivity ideological and political education in micro-era should be divided into three parts: intersubjectivity between interactive subjects of ideological and political education in micro-era; The intertextuality between different texts of ideological and political education in micro-era; The intersubjectivity between the interactive subject of ideological and political education and the micro-environment. Accordingly, the influence of the micro-era on the turn of inter-subjectivity ideological and political education is also manifested in these three aspects. In order to realize the inter-subjectivity ideological and political education, We must start with discourse mechanism, technical mechanism, practice mechanism and assessment mechanism.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G41

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