Abstract: For a long time, we have focused on imparting knowledge system in Marxist philosophy teaching, and formed a spoon-feeding teaching mode. We need to get out of the misunderstanding of philosophy teaching idea, restore the essence of philosophy subject, and carry out philosophy teaching in a philosophical way, that is, change knowledge system teaching into special teaching to reflect on practical problems, and change injection one-way teaching into questioning interactive teaching.
Keywords: Marxist philosophy; Thematic teaching; Interactive teaching of cross-examination
China Library Classification Number: G64 1 Document Identification Number: A Document Number:1002-2589 (2011)15-0274-02.
Principles of Marxist Philosophy is a basic course to educate college students on scientific world outlook, outlook on life, values and humanistic quality. For a long time, we have focused the teaching of Marxist philosophy on the definition of concepts and logical reasoning, striving for the rigor and completeness of the theoretical system, and followed the teaching mode of starting from basic concepts, leading out relevant philosophical principles through logical reasoning, and then demonstrating around these concepts and principles, or explaining them with some concrete examples. Our teaching practice shows that this teaching method has not only failed to achieve good results, but even played a counterproductive role, giving students an image of preaching or aloof, leading to students' rebellious psychology or unattainable fear. Therefore, we need to get out of the misunderstanding of philosophy teaching concept, restore the essence of philosophy and teach philosophy in a philosophical way.
One is to cultivate students' correct world outlook, outlook on life and values as the teaching purpose, and to change the teaching of knowledge system into the theme teaching of reflecting on practical problems.
At present, there are three existing states of Marxist philosophy in China: forum philosophy (philosophy existing in speeches, official document reports and public political lectures), forum philosophy (philosophy discussed by scholars) and applied philosophy (philosophy that works in life). Professor Wang clearly pointed out that the effect of Marxist philosophy teaching reform is not ideal because people have not grasped the fundamental problem in Marxist philosophy teaching, that is, treating Marxist philosophy teaching as a teaching concept with serious defects such as knowledge education and knowledge dissemination. This teaching idea is rooted in "Forum Philosophy". There are still many people in today's forum philosophy who don't really understand the relationship between philosophy and science, at least they don't really understand the difference between philosophy and social science. They still regard philosophy as a knowledge system, thus regard Marxist philosophy as a scientific knowledge system [1]. For a long time, the purpose of teaching Marxist philosophy is to enable students to systematically master the basic knowledge of Marxist philosophy and constantly pursue a huge and comprehensive knowledge system, so as not to miss an important "knowledge point", to make students memorize abstract concepts that they don't understand and can't understand in time, and to make the rich and colorful essence of the spirit of the times lose its spiritual essence and become a daunting dogma. "In the current teaching of Marxist philosophy, there is a widespread problem that philosophy education is far from students' real life. Philosophy is reduced to a bunch of concepts, terms, principles, laws and categories, and becomes a rigid concept system, which is unfamiliar to students. The true spirit of Marxist philosophy to explain and transform the life world is obscured, which breaks the rational chain of Marxist philosophy to explain, reflect and criticize real life "[2].
Therefore, in order to carry out philosophy teaching, we must accurately locate the course of Marxist philosophy, and we must strive to break this teaching concept and establish a teaching concept that is truly suitable for the characteristics of Marxist philosophy. We believe that Marxist philosophy is a theoretical system with rigorous structure, high abstraction, strong logic and rich in thinking and criticism, but its metaphysical knowledge system bears the ultimate concern for human life, is a reflection on real life, and is the essence of the spirit of the present era. It cannot exist in isolation from knowledge, but it is not a simple knowledge system. Marxist philosophy plays an irreplaceable role in any other discipline. Its fundamental significance lies in caring for and exploring the meaning and value of life, which clearly embodies the lofty value ideals of human beings and can help and guide people to establish correct values, life ideals and beliefs. The purpose of Marxist philosophy teaching is to cultivate students' correct world outlook, outlook on life and values. In order to fully reflect this fundamental significance, the teaching of Marxist philosophy should proceed from problems, especially the practical problems in society and life that arouse students' general concern and confusion, actively respond to and solve students' various ideological problems, so that students can deeply understand and consciously identify with the lofty value ideal expressed by Marxist philosophy, and regard this value ideal as the highest value orientation of their thoughts and behaviors.
Replacing systematic lectures with special lectures has become a new trend in the reform and development of Marxist philosophy teaching in colleges and universities. The so-called thematic teaching is a special research and teaching activity aimed at a certain practical need, with questions raised, analyzed and solved as the main line. The special teaching of Marxist philosophy must meet the following requirements: first, the reality of the problem and the pertinence of the thought. Philosophy teaching must firmly grasp the practical problems in students' thoughts, work and life, and use Marxist stand and methods to conduct in-depth anatomy and analysis to clarify students' various vague or wrong understandings. For example, I have tried the following topics: "The influence of Marxism in the world can not be ignored", "Pragmatic analysis", "War in ideology", "All for one, all for one", "Freedom and liberation of mankind" and so on. These topics are not only of interest to students, but also have good teaching effects. Second, the subject has a broad vision and useful knowledge points. For the teaching of philosophical knowledge, it is not all-encompassing, but on the basis of thoroughly understanding the teaching materials, we should completely and accurately grasp the basic principles of Marxism, profoundly explain its essence, pay attention to the application value of knowledge, and provide students with basic viewpoints, principles and methods for analyzing and understanding practical problems. The third is stronger inquiry and greater autonomy. On the one hand, thematic teaching is a kind of research-oriented teaching for teachers, which mainly studies how to apply the basic principles of Marxism, how to combine it with social reality, and how to study ideas and methods to solve practical problems. On the other hand, thematic teaching is also a kind of inquiry learning for students. To truly solve students' ideological reality, students must gain experience in inquiry and realize independent development.
Secondly, to stimulate students' philosophical thinking as a teaching method, and change one-way injection teaching into interactive questioning teaching.
For many years, according to the teaching concept of teaching knowledge system, Marxist philosophy classroom is basically limited to a kind of "full-hall irrigation" type of injection teaching. Even if it is improved, as Professor Sun Zhengyu realized, the most prominent problem in theoretical teaching is to teach in the way of "principle+example". In this kind of teaching, theory is regarded as boring articles and ready-made conclusions, but only used as theory.
Philosophy is "love wisdom", philosophy is a kind of wisdom of reflection, criticism and change, and the core of philosophical thinking is critical thinking. It stimulates people's imagination and creativity, impacts people's thinking inertia, conservatism and solidification, promotes people's subjective consciousness, reflective consciousness and exploration spirit, exercises and improves people's theoretical thinking ability, and cultivates and enhances people's creative comprehensive quality. Therefore, the philosophy course should adopt the teaching methods of inspiration, speculation, reflection and questioning. Impacting students' theoretical thinking, promoting students' critical thinking and stimulating students' spiritual motivation for exploration should be the core link of philosophy teaching method reform. Professor Han Zhen believes that philosophy is not a knowledge system in essence, but a systematic, reflective and critical thinking activity. such as
If a teacher does not guide students into reflective and critical thinking activities in some way, then he is teaching philosophy in a non-philosophical way; If a student can't take the initiative to enter the state of reflection and criticism, then he is learning philosophy in a non-philosophical way [4]. In the history of philosophy, the works of many great philosophers are written in the form of dialogue and debate. Guiding students in a philosophical way, in my opinion, is a cross-examination activity between teachers and students and between students, which can be manifested in the forms of dialogue and discussion in class and debate after class, thus forming happy teaching between teachers and students and between students, and realizing teaching objectives in the process of thinking confrontation.
The so-called dialogue and discussion refers to the in-depth communication between teachers and students in an equal and open classroom. Dialogue is becoming a significant trend in the wave of teaching reform, and the dialogue between teachers and students is gradually replacing teachers' "centralized teaching" and "full hall irrigation". Because of dialogue, teachers no longer assimilate and solidify students' thinking, but encourage students to divergent thinking and dare to question and innovate. For the teaching of philosophy course, dialogue is actually a challenge to both sides of the dialogue, and Socrates, an ancient Greek philosopher, once used this method. "When discussing knowledge, ethics, morality and other issues, the two sides ask and answer questions, and through cross-examination, make the other side fall into contradiction, admit their ignorance, gradually correct their opinions, and thus get the truth" [5]. Socrates compared this method to his mother's midwifery and called it "spiritual midwifery", that is, through metaphor, inspiration and other means, the discussion of the problem started from specific examples, gradually deepened, and finally moved towards some kind of knowledge & discussion; The essence of mdash& ampmdash "spiritual midwifery" includes four basic links: one is the irony stage, in which the judgment of the other party is acknowledged to be correct, and then the contradiction is deduced from the judgment of the method according to the logic of the other party, thus denying the proposition and viewpoint of the other party. The second is induction, which induces the general from the individual, and then deduces the counterexample from the general proposition to make the other party admit that his point of view is wrong. The third is to induce the other party to accept the truth. The fourth is the definition, which gives a general explanation. In today's teaching, this method is helpful for teachers and students to repeatedly demonstrate and cross-examine in equal and open discussions, so that students can master the truth, method and spirit of Marxist philosophy in the two-way process of question and answer.
In addition, practical links such as debate can be appropriately introduced to cooperate with dialogue class activities. Debate has existed since ancient times, which embodies the impulse of human beings to pursue truth and enjoy thinking. Debate, also known as debate, is a process in which people argue based on their different positions on something, and it is a process in which people refute fallacies, deepen their understanding of things, gradually unify their views and tend to be correct. According to the characteristics of Marxist philosophy, we can design the following topics: "Do it if possible, and do it if not possible", "Those who are close to ink are not necessarily black", "All for me or all for me", "Will mankind be destroyed by science and technology", "It is hard to know whether it is easy to do or easy to know", "Is money the root of all evil" and so on. Through the debate competition, students can not only form thinking habits, critical thinking and improve their critical thinking ability in the collision of ideas, acceptance of hearts and wisdom contest, but also arouse their deep concern for social practical problems, form a sense of social responsibility and establish lofty ideals.
In China's higher education, Marxist philosophy education is the most fundamental quality education &; Education of world outlook, outlook on life and values. According to Comrade Deng Xiaoping's principle of "learning Marxism-Leninism should be precise and accurate", the ultimate goal of teaching reform in this paper, whether it is thematic teaching or cross-examination discussion, is to enhance the "effectiveness" of Marxist philosophy teaching.
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