高校铸牢中华民族共同体意识教育的主体秩序

The Primary Order Used in College Education on Forging a Strong Sense of Community for the Chinese Nation

在线阅读下载PDF

导出

摘要高校教师是铸牢中华民族共同体意识教育的关键力量,肩负着重要的使命和责任。当前学术界对育人主体尤其是教师主体的论述多停留在静态要素的描述,对其内部要素结构的动态阐释缺乏深入分析。基于此,从秩序理论出发,构建高校铸牢中华民族共同体意识教育的主体秩序理论框架,在这一理论框架中,以主体秩序要素为基础,包括认知建构的育人主体维、情感生发的育人主体维、行为塑造的育人主体维;以主体秩序结构为核心,包括计划秩序、自发秩序、自然秩序;以主体秩序功能为优化目标,包括合目的性、合规律性、合主体性,最终指向铸牢中华民族共同体意识。这一理论框架的落实应进一步把握认知建构、情感生发与行为塑造的辩证关系,探索初级阶段、中级阶段、高级阶段层级递进的内在规律及系统推进计划秩序、自发秩序、自然秩序的一体化构建进程,为相关教育实践提供理论支撑与路径指引。 Focusing on“the primary order of the college education of forging a strong sense of community for the Chinese nation”,this article employs“Order Theory”to construct a systematic theoretical framework.The aim is to thoroughly vestigate in-the core elements,order structure,and functions of this type of education while proposing practical directions.At the level of subject order elements,this study refines three educational mensions:di-Cognition,emotion,and behavior.Cognitive construction centers on the teachers of deological i-and political courses:They assist students in establishing theoretical cognition of the Chinese national community awareness through tracing historical origins,conducting theoretical terpretation,in-and performing value analysis.tional Emo-development relies on professional course teacherscultural exploration—by integrating nic eth-art,intangible cultural heritage skills,and gional re-civilizations into teaching,studentstional emo-resonance is stimulated through immersive experiences.Behavioral shaping depends on“Grand Ideological and Political Education”course teacherscreation of practical scenarios.For instance,organizing ethnic cultural investigations and cross-ethnic community services to transform studentscognitive emotions into conscious actions.The main order structure comprises three sive progres-forms:1)A primary planning order zes emphasi-top-level design standardization and clarifies educational boundaries through embedded training programs and curriculum standards;2)an mediate inter-spontaneous order focuses on subject action,inter-promoting the internalization of educational goals into subject consensus using interdisciplinary teaching and research communities and student teacher-co-learning groups;3)an advanced ral natu-order pursues cross-subject collaboration,ing form-an ecosystem where classroom teaching,pus cam-culture,and social practice are organically tegrated,in-achieving seamless infiltration of tional educa-Tihnefluence.function of the primary order centers on the three-dimensional unity of purposefulness,ularity,reg-and subjectivity.Purposefulness aligns closely with the strategic positioning of“cultivating talents capable of shouldering the great responsibility of national rejuvenation",integrating community communi-consciousness cultivation into the“grand logical ideo-and political”framework.Regularity lows fol-the cognitive development law of college students,designing an educational gradient from the concrete to the abstract and from emotional identification to rational consciousness.Lastly,subjectivity integration transcends single-subject limitations,constructing a three-dimensional subject network where ideological and political course teachers provide value guidance,professional course teachers ensure implicit infiltration,and management and service personnel engage in collaborative education.What is more,a practical approach emphasizes three dimensions:First,respecting a subject's function requires grasping the transformation law of“knowledge-emotion-action”,seeking to avoid imbalances between cognition and practice or emotion and theory.Second,consideration of subject order should follow the logic of the educational ecosystem's evolution,achieving hierarchical leaps through pilot exploration,typical cultivation,and comprehensive promotion.Third,enhancing connections among entities necessitates establishing a cross-departmental collaboration mechanism,promoting positive interaction between institutional design and grassroots innovation,and forming a closed-loop system of“policy guidance—entity response—effect feedback”.In conclusion,this study highlights the dynamic development characteristics of educational subject in terms of goal consensus,resource integration,and action coordination.It provides an operational theoretical tool and practical path for universities in the new era to integrate the education of the Chinese national community consciousness into the entire process of moral education and talent cultivation.It holds important practical guiding value for promoting the transformation of educational subjects from“scattered efforts”to“systematic resonance”and maximizing the effectiveness of ethnic unity education.

作者张良马晓斐 Zhang Liang;Ma Xiaofei(School of Education,Minzu University of China,Beijing,100081,China)

机构地区中央民族大学

出处《民族学刊》北大核心 2025年第6期36-44,150,共10页 Journal of Ethnology

基金国家社会科学基金一般项目“民族地区‘三科’教材使用质量监测体系研究”(BMA240195) 中央民族大学学术团队引领计划项目“文旅‘两创’与各民族‘三交’的互促机制研究”(2024QNYL20)阶段性成果。

关键词中华民族共同体意识秩序理论高校思想政治教育铸牢中华民族共同体意识教育 Chinese national community consciousness order theory ideological and political education in colleges and universities education of forging a strong sense of community for the Chinese nation

分类号 C956 [社会学—民族学]

作者简介张良,中央民族大学教育学院讲师,硕士研究生导师,研究方向:高校思想政治教育、铸牢中华民族共同体意识教育;通讯作者:马晓斐,中央民族大学教育学院博士研究生,研究方向:民族教育政策。