Keywords: situation and policy; Ideological and political education; resources
About the author: Song (1982-), female, from Weihai, Shandong Province, Business School of Weihai Branch of Shandong University, teaching assistant, master of economics, main research direction: ideological and political education; Niu Zhiqiang (1978-), male, born in Jinan, Shandong Province, secretary of the General Party Branch of the School of Law, Weihai Branch of Shandong University, lecturer, master of engineering, main research direction: ideological and political education. (Shandong Weihai 264209)
Since the Fourth Plenary Session of the 13th CPC Central Committee, colleges and universities have actively promoted the education of situation and policy, firmly established and conscientiously implemented the Scientific Outlook on Development in strict accordance with the requirements of the Ministry of Education, closely combined with the reality of building a well-off society in an all-round way with the guidance of Marxism–Leninism, Mao Zedong Thought, Deng Xiaoping Theory and Theory of Three Represents, and aimed at the hot issues and ideological characteristics that students are concerned about, so as to help students clearly understand the situation at home and abroad. Education guides students to fully and accurately understand the Party's line, principles and policies, strengthen their confidence and determination to take the road of Socialism with Chinese characteristics under the leadership of the Communist Party of China, and actively participate in the great cause of reform, opening up and modernization. With the joint efforts of all teachers and students, "Situation and Policy" education has achieved good results, but as a new discipline, it is still not perfect in many aspects, and it still needs the joint efforts of ideological educators in colleges and universities. Next, I will talk about my personal views from the following two aspects.
First, the current "situation and policy" class problems
1. The course "Situation and Policy" is not clearly targeted.
When we were teaching Situation and Policy, the content of the course was not obvious for students of different grades. In some colleges and universities, teachers of different grades prepare lessons together. This way of preparing lessons is ok for those contents that reflect the latest situation at home and abroad, but it is obviously not suitable for conventional contents.
2. The teaching content lacks coherence.
With the wide opening of the course Situation and Policy in colleges and universities, its rich content and flexible teaching methods have been welcomed by the majority of students. However, due to the short promotion time of this course in major universities, many schools lack the consideration of content consistency when starting classes, that is, many of the knowledge learned by students in the "Situation and Policy" course in several semesters is repetitive or lagging behind.
3. The timeliness of teaching content is not strong.
Classical theoretical knowledge, such as Marxism-Leninism, Mao Zedong Thought, Deng Xiaoping Theory, Theory of Three Represents, Scientific Outlook on Development, etc., is indeed worthy of our lifelong study, but since it is a course of "Situation and Policy", if we talk about these classical theories blindly in order to reduce our teaching burden, it will lose the significance of offering this course.
4. The teaching method is too single, lacking flexibility and diversity.
At present, due to various reasons, the teaching method in many colleges and universities is still the traditional "one-to-many" form. Some schools point out that there are problems in manpower and material resources if people outside the school are invited to give classes to students or lead students out of campus for second-class education, so we still have a long way to go to realize flexible and diverse teaching methods.
5. The rich teaching resources of the school have not been fully utilized in the course "Situation and Policy"
Universities, especially comprehensive universities, are rich in teachers' resources, but most of the teaching process is to train professional counterparts, so most of the students trained only know their own professional knowledge. This makes students often only know their own professional knowledge, lacking a continuous and effective platform to expand their knowledge. In fact, our "Situation and Policy" course is a good platform, but many colleges and universities have failed to make full use of this resource.
6. The course "Situation and Policy" is only offered at the undergraduate level, and students at the postgraduate level are neglected to study this course.
At present, most universities only offer the course "Situation and Policy" to undergraduates, but not to postgraduates and doctoral students, because many universities hold a relatively loose attitude towards the latter's ideological and political management, which makes there are some loopholes in ideological and political education today with the continuous enrollment expansion of postgraduates. Some people think that graduate students have received systematic ideological and political education at the undergraduate level, and there are also political theory courses at the postgraduate level, so it is unnecessary to offer the course "Situation and Policy" again. This seems reasonable, but it is not. Judging from the present situation and results of postgraduate quality training in colleges and universities, some problems can still be found.
7. Too large a class weakens the teaching effect to some extent.
At present, the course "Situation and Policy" is paid more and more attention by colleges and universities. As the main position of ideological and political education in colleges and universities, it provides a good opportunity for ideological and political educators in colleges and universities to understand the ideological trends of students. However, at present, due to the limitation of teachers, many universities adopt the form of teaching in large classes. The teacher can only stand on the platform and the students listen blindly. It is difficult to organize various discussions or students' speeches, which weakens the teaching effect of the course "Situation and Policy" to some extent.
8. The teaching focus of the course "Situation and Policy" is not clear.
As the main position of ideological and political education in colleges and universities, the course "Situation and Policy" overlaps with the courses of "Ideological and Moral Cultivation of College Students" and Marxism-Leninism. The overlap and repetition of these subjects lead to many students' weariness and even rebellion against these courses. Some students think that this is because the teacher's knowledge level is limited, so some students gradually lose interest in the course "Situation and Policy" and even skip classes.
Second, "Situation and Policy" class problem analysis and solutions
In fact, the fundamental reason for the above problems is that the course "Situation and Policy" as an independent subject has not been opened for a long time in colleges and universities, and it is often explored and promoted by the majority of ideological and political educators in the practice process. Any mature subject has to be revised and improved many times, and the course "Situation and Policy" is no exception. Here are some suggestions for the above problems.
1. For students of different grades, pay attention to the overall consistency and timeliness of the teaching content while teaching the course Situation and Policy.
(1) There are three reasons why the teaching content of "Situation and Policy" lacks pertinence, coherence and timeliness.
First, due to the relatively short course opening time, many colleges and universities have not yet formed a professional faculty. Many teachers are part-time, usually have to undertake other teaching tasks, and their grasp of timeliness is obviously insufficient. For example, our party's principles and policies are dynamic, and there are some changes every year. If we don't pay attention to the updating of knowledge in the teaching process, we can't play the due role of the course "Situation and Policy".
Second, better colleges and universities will organize teachers of the same grade to concentrate on preparing lessons, while many schools directly prepare lessons with teachers of several grades.
Third, at the beginning of each semester, some schools will issue a unified teaching plan for the whole school, instead of making different plans for different grades, which makes the same students lack coherence in the learning content.
(2) In order to effectively solve the above problems, we mainly start from two aspects.
First, a full-time and part-time teaching staff can be organized in the school under the condition of limited teaching staff, and the full-time staff can formulate the teaching syllabus of each grade according to the characteristics and needs of students of different grades. The outline is roughly divided into two parts: one is the general introduction. Including our party's basic program and theory, and national policies closely related to students of different grades (such as systematically analyzing and preaching innovation, scientific research guarantee, postgraduate entrance examination, employment, entrepreneurship, social security and other situations for students of different grades); The other part is the current affairs part. At the beginning of each semester, according to the latest developments at home and abroad, the current content is supplemented, so that students can grasp the situation at home and abroad and China's principled position in a timely and accurate manner.
Second, in order to enable teachers to know the new situation and policies of the country in a timely and accurate manner, and to master more and better teaching methods, teachers of the course Situation and Policies can also be regularly trained in relevant national education departments or universities, so as to cultivate this team into a very effective team.
2. The flexibility of teaching methods can be achieved by * * * enjoying the rich teaching resources of the school (1). As we all know, many universities are comprehensive universities now, which makes them gather elites from all fields. If it is difficult to realize the teaching mode of "please come in, please go out" because of the limited conditions in all aspects of the school, then we can still make the classroom active and make the teaching methods flexible through other channels. Among them, it is a very important way to make full use of the internal resources of the school. For example, science students may spend most of their time in the laboratory every day. They have gained a lot of knowledge about science and engineering, but they know nothing about economics. As college students in the new era, if they want to turn knowledge into productive forces and create wealth for society, they must master some common sense of economics. Therefore, we can invite economics teachers to explain some hot social issues to science students in the form of lectures, so that science students can acquire some economic knowledge, thus helping them to make targeted scientific and technological innovations by using what they have learned in their majors and make greater contributions to the country and society.
(2) At present, major universities are basically equipped with various modern teaching media, such as convenient campus network, multimedia teaching facilities, dormitory TV, etc. We should make full use of these resources, adopt various teaching methods, communicate with students in various aspects through the campus network, regularly organize students to watch educational films on TV, and educate students on the situation and policies through multiple channels.
Therefore, we should attach importance to the enjoyment of campus resources and realize the flexibility of teaching methods while enjoying resources.
3. Pay attention to the "situation and policy" education of graduate students.
At present, the course Situation and Policy in colleges and universities is mainly open to undergraduates, because we have a habitual thinking that both master students and doctoral students have received education in this field during their undergraduate years, and as graduate students, they are all outstanding elements among undergraduates, so there is no need to educate them in this field. In fact, this idea is debatable. A person has been receiving ideological and political education from parents, teachers and all walks of life before going to college, but he has not stopped receiving this education after going to college. I think this education system is correct. Because, with the expansion of the scope of graduate education, many graduate students have been admitted to graduate schools for various reasons, many of them just to escape the pressure of employment, so graduate students may be top students in their studies, but not necessarily in ideological and political aspects. Therefore, we say that graduate students are generally good and active in ideology, but there are also some problems that cannot be ignored, such as chaotic political beliefs, vague ideals and beliefs, lack of social responsibility and poor psychological quality. It needs the close attention of ideological and political educators. Therefore, we should also offer the course "Situation and Policy" at the postgraduate level.
4. Realize "small class" teaching and enhance the teaching effect.
Too large a class weakens the teaching effect to some extent. In the course of Situation and Policy, the communication between teachers and students is very important. Only by allowing students to fully participate in the process of teaching and learning and give full play to their initiative can students learn more knowledge, teachers fully understand their ideological trends, and teachers can educate students more pertinently in the future teaching process.
5. Clear the focus and avoid repetition of teaching content.
All kinds of ideological and political courses and Marxism-Leninism courses in colleges and universities should have their own emphasis, and schools should organize teachers engaged in this work to conduct teaching exchanges together on a regular basis, so as not to repeat the teaching contents as much as possible. Don't give students a wrong impression: I feel that the teachers of politics, ideological and moral cultivation of college students and situation and policy courses are all talking about the same thing. Listening to this course means wasting time. You might as well read other books or skip class altogether. Therefore, efforts should be made to make the classroom attractive, and students should take the initiative to return to the classroom, instead of dragging students back to the classroom by roll call.
In short, the mainstream of contemporary college students is healthy and positive. They love the Party, the motherland and socialism, resolutely support the Party's line, principles and policies, highly identify with Deng Xiaoping Theory and Theory of Three Represents, fully trust the collective leadership of the CPC Central Committee with Comrade Hu Jintao as the general secretary, and are full of confidence in adhering to the road of Socialism with Chinese characteristics and realizing the grand goal of building a well-off society in an all-round way. At the same time, however, the rapid changes in the international and domestic situation make the ideological and political education of college students face both favorable conditions and severe challenges. Facing the new situation, there are still many weak links in the ideological and political education of college students, which cannot meet the needs of social development. As ideological and political educators, we must thoroughly implement the spirit of the 17th National Congress of the Communist Party of China, take it as our responsibility to strengthen and improve the ideological and political education of college students, and make every effort to contribute to the ideological and political education of colleges and universities in China.