国外不用“思想政治教育”这个称谓的，多数以国民教育，精神教育代之。所以外文文献直接查“网络思想政治教育”是查不到的。国外的经验你看以参看《当代国外思想政治教育比较》一书。
找了两篇文章供你参考Morality in EducationMore than ever, opportunities should be afforded to families that wish to bring their children up with a moral education in accordance with their A system of choice allows parents to choose schools that inject moral or religious themes into their children’s Further Reading:“Faith Part of the Problem or Part of the Solution?” by Marvin Olasky “Can Public Schools Teach Character?” by D Perry Glanzer “Leading Children Beyond Good & Evil” by D James Davison Hunter An Education for a Good Life by Clark Durant FEATURED ARTICLE:“The Myth of a Value-Free Education”by D Ronald NashAmericans love By "myth," I do not mean the old-fashioned myths that my generation read in grade Many Americans would find reading at that fifth-grade level too difficult these What I mean by "myth" is what older generations used to call a One of the more influential myths presently affecting the American family is the myth of a value-free A value-free education is described as one in which students are supposed to be free from any coerced exposure to the values of One way the defenders of value-free education frame their argument is this: they argue that because America ceased to be a homogeneous society a long time ago, the watchword today must be In the new setting of today, they insist, we can no longer stress the values and beliefs of some, while ignoring the values of And so, they say, we’ll avoid all the problems inherent in this situation by simply agreeing to ignore all This specious argument deceives Americans into thinking this is the only way to achieve fairness in our College students today are surrounded by an allegedly academic setting in which the things they find most obvious are confusion, conflicting claims and the absence of any fixed points of America’s colleges have become centers of intellectual As David Gress explains, "Instead of being havens of independent thought, universities have become channels of indoctrination…confirming the prejudices of those who control the agenda of public " Ralph Bennett is surely right when he warns that "behind its ivy-colored camouflage, American higher education is a fraud—untrue to its students, untrue to " The inadequacies of contemporary education are not exclusively matters of the Traditional religious and moral values are under assault at every level of public and higher Our educational system is engaged in a systematic undermining of these Our educational crisis is to some extent a closing of the American mind, as Allan Bloom examined in his best selling book of that But it is also something more profound, a closing of the American No real progress towards improving American education can occur until all of us realize that an education that ignores moral and religious beliefs cannot qualify as a quality Recently, no less a person than Mikhail Gorbachev admitted that the major reason his nation is in such trouble is because his people are ignorant of moral and spiritual The development of the intellect and of moral character are intimately Just as there is an order in nature (the laws of science), in reason (the laws of logic), and in the realm of numbers, so too is there a moral One thing we need to do is recover the belief that there is a transcendent, unchanging moral order, and restore it once more to a central place in the educational Throughout history, important thinkers have contended that there is a higher order of permanent things (like moral norms), that human happiness is dependent on living our lives in accordance with this transcendent order, and that peace and order within human society require respect for this The most important task of education is to continually remind students of the existence and importance of this transcendent order as well as of its If teachers are doing their job properly, they serve as an essential link in the chain of Without this link, the chain cannot Teachers are the conservers of culture; they are also its At least, that’s the role that teachers used to Modern education in America has largely separated virtue and The Sophists of our age have severed the link between reason and virtue, between the mind and the heart; there is objective truth out there, which it is our duty to pursue and But there is also an objective moral order out there, as well as in An adequate education dare not ignore either the mind or the Just as we dare not divorce education from matters of the heart, so too we must not separate education from Like any important human activity, education has an inescapable religious Religious faith is not just one isolated compartment of a person’s life—a compartment that we can take or leave as we Religious faith is rather a dimension of life that colors, affects and influences everything we do and Human beings are incurably religious, as John Calvin once Paul Tillich was right when he defined religion as a matter of "ultimate " Every person has something that concerns him ultimately and whatever that may be, the ultimate concern will have an enormous influence on everything else the person does or Since every human being has something about which he is ultimately concerned, it follows that every human being has a G No human being can possibly be neutral when it comes to When an individual encounters people who claim that education should be free of any religious content, he should recognize that this is not a religiously neutral Rather it is an assertion that reflects the religious commitments of the person making There is a sense in which education is an activity that is religious at its Any effort to remove religion from education is merely the substitution of one set of ultimate religious commitments for It is absurd then to think that a choice between the sacred and secular in education is Whatever the state and the courts do regarding education will only establish one person’s set of ultimate (religious) concerns at the expense of someone else’ Nothing will remedy the problems of American education more quickly and more effectively than the introduction of greater freedom and choice in We should seek a permanent end to the situation that allows the state to determine where children must attend school, if that child is to receive a free public American families should have complete freedom to send their children to any school they wish, without the added financial burden of paying private school One way to realize this objective is through educational Following the institution of a voucher system, public monies for education would not pass directly to Rather, that money would be given first to the families of school-age children in the form of Parents would then use those vouchers to pay for their children’s education at a school of their own Perhaps the major reason why public schools are so bad is because they have no competition; they are immune to market- Consequently, public schools have no incentive to offer a better product at a lower A pro-choice movement in education would give public schools serious competition for the first time in more than a (Notice the implication here: many Americans are unaware of the fact that for generations, America’s public schools did not enjoy a monopoly with regard to public financial ) It is not enough that we simply increase choice among public The governmental monopoly over publicly funded education is a large part of our It is imperative that educational choice be expanded to include the option of attending without financial penalty, without the burden of double taxation, any school that any family wishes, including church-operated private The best and quickest way to improve the quality of education is to allow families to choose their school and let the competition of the market determine which schools prosper and which schools In the process, families will be able to select schools, not only on the basis of academic quality, but also with a view to the moral and spiritual values fostered by the D Ronald Nash is Professor of Theology and Philosophy at Reformed Theological Seminary Exchange Quarterly Spring 2004 Volume 8, Issue 1Moral Values for Public EducationDaniel C Elliott, ED Azusa Pacific UniversityABSTRACTThe continuing degeneration of personal virtue among the world's societies seems to be emerging as the single-most urgent issue of our Until recent years, public schools had long since deferred from their original roles in morality and character education, though many outside of the school systems continued political pressure to move schools either toward or away from a values-oriented This author analyses this history and poses questions and ideas about the appropriate teaching of the difference between right and wrong in American The continuing degeneration of personal virtue among the world's societies seems to be emerging as the single-most urgent issue of our The 1970’s brought a revisitation of ‘values” but under a personalistic approach called “Values C” Values were to be presented in a neutral way to students who were to clarify and select their There were no incorrect choices, except those for which the individual failed to formulate a supporting The 1980’s and 90’s saw a rapidly intensifying pluralistic view of American When the question of values came up, people asked, “Whose values should we teach?” Many in North American society believe in a core set of virtues found most commonly in a Christian worldview or a Judeo-Christian philosophy, even many who would not characterize themselves as particularly “” Yet the personalistic approach to identification of “virtue“ failed to bring about a more moral society but has, instead, resulted in moral Public schools had long since deferred from their original roles in morality and character education and even many churches or religious organizations were not picking up the slack (Meade, 1990A Major Study on the Morals and Ethics of ChildrenIn March 1990, Robert Coles, a child psychiatrist and Harvard professor, one who called himself “a member of the liberal intellectual left”, was quoted as wistfully recalling “the good old days when religion was taught in the schools” (Meade, 1990) Coles sensed a void--something missing from American homes and schools-- missing for Coles directed a major research The missing element was, they concluded, a strong, unarguable notion of right and wrong, good and Coles’ findings revealed a nation of children who have a complicated belief system that usually runs counter to traditional “There was an unmistakable erosion of children’s faith in, and support for, traditional sources of ” More than parents, teachers or authoritative officials, children turned to peers for guidance on matters of right and Coles described conversations with many kids whose consciences he said were “not all that ” (Meade, 1990)The New Character EducationA new ground swell is observed forming in the 1990’s seeking to restore ethics, morality, and virtue to a central focus in public More than 30 educational leaders from state school boards, teachers' unions, universities, ethics centers, youth organizations, and religious groups met in 1992 at the Josephson Institute of E They formulated eight principles for character education— The Aspen Declaration on Character E (Lickona, 1993) In March of 1993, a national coalition for character development formed with representatives from business, government, and education, as well as They began to formulate an agenda for reinstituting morality in public school curriculum and (Haynes 1994)Four Reasons for Character EducationYoung people increasingly hurt themselves and others because they lack awareness of moral Effective character education improves student behavior, makes schools more civil communities, and leads to improved academic Many students come to school with little moral teaching from their parents, communities or religious We know today that the inclusion of character development emphases within the curriculum of our schools will do the Add Meaning to Education Moral questions are among the great questions facing the individual person and the human There is no such thing as a value-free Schools teach values every day by design or Sustain and Strengthen our Culture Transmitting moral values to the next generation has always been one of the more important functions of a Democracies have a special need for moral education, because democracy is government of and by the people Model Civility There is broad based and growing support for character education in the Common ground exists on core moral values although there may be significant disagreement on the applicationof some of these values to certain controversial issues (Nyland and MacDonald, 1997) The Boyer Institute has been actively promoting research that reveals North American core values (or “common virtu,” also referred to as “common ” Honesty, responsibility, self-discipline, giving, compassion, perseverance, and loving are virtue terms most often However, in application, “honesty” can be applied differently according to other elements of the actor’s worldview or Compassion and/or responsibility might look different among the sub-groups citing these Build True CharacterThus, a person of true character, according to experts, is trustworthy, treats all people with respect, acts responsibly, maintains self-control, is fair and just, is caring, pursues excellence, and is an all around desirable A State Education Code Basis for Teaching Fundamental Moral ValuesThough often humorously critiqued as a state that is less than ‘virtuous’ in its social ethic, nevertheless, California, as a state, has raised the bar for public schools and virtue-based curriculum for several Ever since the 1970s the California legislature has aggressively addressed the question of values and virtue in the curriculum, though this often went unnoticed or unheralded by the media or even the schools Currently, California E Code 44806 tells us that it is the duty of teachers to “impress upon the minds of pupils the principles of morality, truth, justice, patriotism, and a true comprehension of rights, duties, and dignity of American ” The code further directs us to teach students to avoid idleness, profanity, and falsehood, and to instruct them in the manners and morals and the principles of a free Each teacher shall endeavor to impress upon the minds of the pupils the principles of morality, truth, justice, patriotism, a true comprehension of the rights, duties and dignity of American citizenship, including: kindness toward domestic pets and the humane treatment of living In Moral and Civic Education and Teaching About Religion, the Board directs school personnel to teach students about: morality, including respect for differences and the significance of religion; truth; open discussion; justice; patriotism; self-esteem; integrity; empathy, including the “golden rule” (The Christian Bible, Matthew 7:12); exemplary conduct; moral interaction and ethical reflection; and the capacity to recognize values, including respect for the family, property, reliability, and for MoralityThe California Board of Education says, “School personnel must foster in students an understanding of the moral values that form the foundation of American ” California teachers must teach students that citizens in a free society respect the worth and dignity of others, as well as their freedom of Religion is to be presented and viewed as primary source for the presence of basic moral While no individual religious system may be prescribed, school faculty must help students recognize the sources of morality in history, law, and experience and must help students appreciate the significant contributions of religion, including the sacredness of human life and belief in freedom of Morality is defined as “responsibility for personal decisions and conduct and the obligation to demonstrate concern about the well-being of others, along with showing respect for living creatures and the physical ” TruthCalifornia teachers are required to help students understand truth and the necessity for truth in a free and democratic Telling and expecting to be told the truth is an essential element among free and democratic Imagine a word study on the concept of truth, drawn from the Bible and other texts, obtaining definitions of truth JusticeJustice is defined as “fairness in dealing with others, and is considered a hallmark of American ” The California Board of Education said that “one owes to oneself and to others the obligation to engage in a constant effort to see that justice is ” PatriotismJesus, quoted in Matthew 22:21, (The Christian Bible) instructs people to give to the government that which it was due (give to Caesar that which is Caesar') and to reflect similar obedience in relationship to G Loyalty to one’s government is taught throughout Judeo Christian thought and scriptures, being only excepted by loyalty to G In the case of our nation, we pledge to it as “one nation under God” Such a concept bears full discussion in our classrooms, though such discussions must be sensitive and appropriate for the age and maturation levels of the students Self-esteemThe California Board of Education says that “Self-esteem and esteem for others are based on the intrinsic worth and dignity of individuals, not on academic ability or physical Jesus said that we must love others as we love ourselves (Matthew 19:19 ff), that normal human beings do esteem themselves, love themselves, provide for their own basic needs by It is with God’s permission that we do This discussion is authorized in California IntegrityThe California Board of Education tells us “School personnel should encourage students to live and speak with integrity; that is, to be To foster integrity is to help build character, to assist students to be honest with themselves, to promote a wholeness unimpaired by self-deceit, and to encourage the development of reliability in relations with ” In view of recent questions about the integrity among business and government leaders, may would suggest that there is a curriculum related rationale for teachers
——警惕全球变暖 最近这几年，大家觉得天气一下子就变热了，原本凉爽的秋天现在几乎要到10月下旬才开始，8月份最热的天居然达到了40度以上。这是为什么呢？原来，是人类自己惹的祸。 随着人类高科技发展进程越来越快，科学随之产生的副作用逐渐体现出来，全球变暖就是一个例子。天气炎热，在酷暑里泡空调成为了一项新的“业余爱好”，但人们可曾想过，空调会带来什么负面影响呢？答案当然是肯定的，空调排放的气体中含有大量的甲烷，输送到外面，甲烷也是导致全球变暖的气体。同时，空调还会浪费掉许多电，所以要尽量避免用空调，适当即可。 而另一个原因就是：二氧化碳！汽车尾气与工厂废气中含有大量二氧化碳，而二氧化碳最可能导致温室效应（即全球变暖）现在汽车逐渐增多，据有关方面统计，到21世纪，汽车在全世界已有7亿辆，大量的尾气严重影响着我们，咳嗽，喉咙发炎……最重要的是全球变暖。有人统计，美国人均二氧化碳排放量已达到了20吨一年！中国每年的二氧化碳排放量人均排放量也有51吨一年！我们周围的环境在恶劣地变化。 更重要的原因就是：森林锐减，水资源破坏，生态链严重被破坏，大量土地贫瘠，水污染严重，据统计全世界10%的河水被污染，新鲜的淡水供应成了问题，同时由于矿物质被大量使用，燃烧出的CO2气体导致了大气污染，同时臭氧层被严重破环，南北极出现臭氧层洞，加剧了环境的恶化。这样恶性循环的话，最终会导致人们的生活被严重影响。 这样一来的悲剧是什么呢？当然是显而易见了！天气加热，海平面上涨，南北极冰川融化，海滨城市，岛国被淹。这一切，都严重影响了人类的生存，实验证明，以后300年，海平面将上涨半米多，这还是最乐观的数据。再过7年，全球变暖将会无可逆转地持续。更可怕的是，由于北极冰融化，降雨量加强，大量淡水汇入北大西洋，破坏了墨西哥暖流，一旦墨西哥暖流被切断后，欧洲西北部温度将会下降5—8度之多，从而造成的影响，很可能引发新的冰河时期！想必大家一定看过《后天》这部电影，剧中的情景正是几百年后对我们地球的一个真实写照：龙卷风，冰层断裂，温度急剧下降，冰风暴，冻雨，地震，洪水，海啸……这并不是疯狂的幻想，如果人类不停止毁坏环境的话，这将成为现实！全球变暖不仅仅是天气变热，更会牵连出许多负面影响！ 为了拯救地球，我们应该尽量做到：不开空调，使用回收环保纸张，舍弃肉类（牛排）食品（牛消化中含有一氧化二氮，如果你转为素食主义者，每年二氧化碳的排放量将减少5吨！）不用塑料袋，乘公交车……生活中的点点滴滴。其实环保并不难，只要你支持环保，就是你给这个星球的最好礼物，不需要太多言辞，只要每个人都行动起来，就会是一股强大的力量！如今，日本，英国，美国等国家纷纷行动起来，我们虽然也采取了行动，但，对于一个有13亿人口的泱泱大国，这一点，还是不够的。所以，警惕全球变暖，是全人类为了挽救地球的唯一方法，有人也许会说：我们不是可以移居到别的星球上去吗？答案虽是肯定的，但那又能容纳多少人呢？有人说：治理温室效应的资金太大了，对金融来说是天价。但，如果一直拖延，最终的结果，是我们的地球面目全非，别说金融，就连自己的生命也难保啊！所以环境保护不应只停留在口头上，而要真正付之与行动了。 回答者： 阿
每一门学科都有自己特定的研究对象,确立研究对象是一个学科成立的根据和发展的逻辑起点。然而,思想政治教育学从诞生的那一天起,人们对这门学科的研究对象就一直存在争论,形成了各种各样的观点。本文就思想政治教育学的研究对象作一些文献综述,以供同仁进一步研究。 一、起步阶段(20世纪80年代初中期): 着眼于为日常思想政治工作服务的应用研究 对思想政治教育学研究对象的探讨起步于20世纪80年代初中期。正如左鹏所说:“虽然思想政治教育作为人类社会阶级斗争和社会实践的重要活动内容已有几千年的历史了,虽然我们党在长期的革命和建设实践中积累了十分宝贵而丰富的思想政治教育经验,但把思想政治教育作为一门科学来研究,明确提出思想政治教育学的概念则是十一届三中全会以后的事。”1980年,为了适应新时期思想政治工作的需要,党的理论工作者根据无产阶级革命导师关于“宣传工作”、“政治工作”、“政治教育工作”、“思想工作”、“思想政治工作”的一系列论述和我党几十年思想政治工作的实际经验,首次提出“思想政治工作科学化”和“思想政治工作是一门科学”这两个概念,并在报刊和学术会议上进行讨论
——警惕全球变暖 最近这几年，大家觉得天气一下子就变热了，原本凉爽的秋天现在几乎要到10月下旬才开始，8月份最热的天居然达到了40度以上。这是为什么呢？原来，是人类自己惹的祸。 随着人类高科技发展进程越来越快，科学随之产生的副作用逐渐体现出来，全球变暖就是一个例子。天气炎热，在酷暑里泡空调成为了一项新的“业余爱好”，但人们可曾想过，空调会带来什么负面影响呢？答案当然是肯定的，空调排放的气体中含有大量的甲烷，输送到外面，甲烷也是导致全球变暖的气体。同时，空调还会浪费掉许多电，所以要尽量避免用空调，适当即可。 而另一个原因就是：二氧化碳！汽车尾气与工厂废气中含有大量二氧化碳，而二氧化碳最可能导致温室效应（即全球变暖）现在汽车逐渐增多，据有关方面统计，到21世纪，汽车在全世界已有7亿辆，大量的尾气严重影响着我们，咳嗽，喉咙发炎……最重要的是全球变暖。有人统计，美国人均二氧化碳排放量已达到了20吨一年！中国每年的二氧化碳排放量人均排放量也有51吨一年！我们周围的环境在恶劣地变化。 更重要的原因就是：森林锐减，水资源破坏，生态链严重被破坏，大量土地贫瘠，水污染严重，据统计全世界10%的河水被污染，新鲜的淡水供应成了问题，同时由于矿物质被大量使用，燃烧出的CO2气体导致了大气污染，同时臭氧层被严重破环，南北极出现臭氧层洞，加剧了环境的恶化。这样恶性循环的话，最终会导致人们的生活被严重影响。 这样一来的悲剧是什么呢？当然是显而易见了！天气加热，海平面上涨，南北极冰川融化，海滨城市，岛国被淹。这一切，都严重影响了人类的生存，实验证明，以后300年，海平面将上涨半米多，这还是最乐观的数据。再过7年，全球变暖将会无可逆转地持续。更可怕的是，由于北极冰融化，降雨量加强，大量淡水汇入北大西洋，破坏了墨西哥暖流，一旦墨西哥暖流被切断后，欧洲西北部温度将会下降5—8度之多，从而造成的影响，很可能引发新的冰河时期！想必大家一定看过《后天》这部电影，剧中的情景正是几百年后对我们地球的一个真实写照：龙卷风，冰层断裂，温度急剧下降，冰风暴，冻雨，地震，洪水，海啸……这并不是疯狂的幻想，如果人类不停止毁坏环境的话，这将成为现实！全球变暖不仅仅是天气变热，更会牵连出许多负面影响！ 为了拯救地球，我们应该尽量做到：不开空调，使用回收环保纸张，舍弃肉类（牛排）食品（牛消化中含有一氧化二氮，如果你转为素食主义者，每年二氧化碳的排放量将减少5吨！）不用塑料袋，乘公交车……生活中的点点滴滴。其实环保并不难，只要你支持环保，就是你给这个星球的最好礼物，不需要太多言辞，只要每个人都行动起来，就会是一股强大的力量！如今，日本，英国，美国等国家纷纷行动起来，我们虽然也采取了行动，但，对于一个有13亿人口的泱泱大国，这一点，还是不够的。所以，警惕全球变暖，是全人类为了挽救地球的唯一方法，有人也许会说：我们不是可以移居到别的星球上去吗？答案虽是肯定的，但那又能容纳多少人呢？有人说：治理温室效应的资金太大了，对金融来说是天价。但，如果一直拖延，最终的结果，是我们的地球面目全非，别说金融，就连自己的生命也难保啊！所以环境保护不应只停留在口头上，而要真正付之与行动了。 回答者： 阿
三、加强和改进大学生思想政治教育的主要任务7．以理想信念教育为核心，深入进行树立正确的世界观、人生观和价值观教育。要坚持不懈地用马克思列宁主义、毛泽东思想、邓小平理论和“三个代表”重要思想武装大学生，深入开展党的基本理论、基本路线、基本纲领和基本经验教育，开展中国革命、建设和改革开放的历史教育，开展基本国情和形势政策教育，开展科学发展观教育，使大学生正确认识社会发展规律，认识国家的前途命运，认识自己的社会责任，确立在中国共产党领导下走中国特色社会主义道路、实现中华民族伟大复兴的共同理想和坚定信念。同时，要积极引导大学生不断追求更高的目标，使他们中的先进分子树立共产主义的远大理想，确立马克思主义的坚定信念。8．以爱国主义教育为重点，深入进行弘扬和培育民族精神教育。深入开展中华民族优良传统和中国革命传统教育，开展各民族平等团结教育，培养团结统一、爱好和平、勤劳勇敢、自强不息的精神，树立民族自尊心、自信心和自豪感。要把民族精神教育与以改革创新为核心的时代精神教育结合起来，引导大学生在中国特色社会主义事业的伟大实践中，在时代和社会的发展进步中汲取营养，培养爱国情怀、改革精神和创新能力，始终保持艰苦奋斗的作风和昂扬向上的精神状态。9．以基本道德规范为基础，深入进行公民道德教育。要认真贯彻《公民道德建设实施纲要》，以为人民服务为核心、以集体主义为原则、以诚实守信为重点，广泛开展社会公德、职业道德和家庭美德教育，引导大学生自觉遵守爱国守法、明礼诚信、团结友善、勤俭自强、敬业奉献的基本道德规范。坚持知行统一，积极开展道德实践活动，把道德实践活动融入大学生学习生活之中。修订完善大学生行为准则，引导大学生从身边的事情做起，从具体的事情做起，着力培养良好的道德品质和文明行为。10．以大学生全面发展为目标，深入进行素质教育。加强民主法制教育，增强遵纪守法观念。加强人文素质和科学精神教育，加强集体主义和团结合作精神教育，促进大学生思想道德素质、科学文化素质和健康素质协调发展，引导大学生勤于学习、善于创造、甘于奉献，成为有理想、有道德、有文化、有纪律的社会主义新人。
国外不用“思想政治教育”这个称谓的，多数以国民教育，精神教育代之。所以外文文献直接查“网络思想政治教育”是查不到的。国外的经验你看以参看《当代国外思想政治教育比较》一书。
摘要：思想政治教育者是思想政治教育的主体，由于思想政治教育活动本身的特殊性和思想政治教育对象的特殊性对思想政治教育者的道德素质提出了更高的要求。思想政治教育者的道德素质是提高思想政治教育有效性的要求，因此，研究如何培养和提高思想政治教育者的道德素质就成为十分重要的问题。 一 道德素质内涵的界定 “道德”一词最早出现在我国先秦时代，老子所著的《道德经》一书中老子曾说过：“道生之，德畜之，物形之，势成之。是以万物莫不尊道而贵德。道之尊，德之贵，夫莫之命而常自然。”“道”就是指自然运行和人世共通的真理；而“德”是指人世的德性、品行、王道。而在中国古代“道”与“德”是两个不同的概念，“道德”一词并不存在。“道”与“德”连用是在荀子《劝学》篇：“故学至乎礼而止矣，夫是之谓道德之极”。在西方古代文化中，“道德”(Morality)起源于拉丁语的“Mores”，意为风俗和习惯。道德是人类所特有的社会属性属于社会意识形态，是社会上层建筑的范畴。在现代社会中，道德由特定社会的经济基础所决定，为一定的社会经济基础服务，是人们在社会实践中以善恶为评价标准，依靠个人的内心信念、社会舆论、传统习惯来调整个人之间以及个人与社会之间利益关系的行为准则和行为规范的总和。 道德素质是个人在先天素质的基础上通过后天接受道德教育和自身道德修养所形成的相对稳定的、内化为个人内心信念的道德品质。它是个人在道德行为中表现出来的比较稳定的特点和倾向，是一定社会的道德原则和道德规范在个人思想和行为中的具体体现，由道德认识、道德情感、道德信念、道德意志和道德行为等因素构成。 二 提高思想政治教育者道德素质的必要性 (一)增强思想政治教育活动效果的要求 要增强思想政治教育的活动效果，不仅要求有科学的教育方法和真理的力量，而且要求思想政治教育者具备高尚的道德素质。思想政治教育者是塑造和净化人类灵魂的工程师，是社会道德规范的示范者。只有具备了高尚的道德素质，思想政治教育者的工作才具有吸引力和感染力，也才能引导受教育者朝着社会要求的道德方向发展。 (二)思想政治教育者道德素质的基本要求 思想政治教育者作为一个普通的公民应该具备作为一个合格公民的基本道德要求，即遵守社会公德、职业道德、家庭美德。社会公德是指一个社会的全体公民为了维护公共生活秩序、调整人们之间的相互关系所必须遵守的道德规范及相应的心理意识和行为活动的总和，包括文明礼貌、乐于助人、爱护公物、保护环境、遵纪守法。职业道德是指一定职业的人们在履行其职责的过程中，在思想和行为上应当遵循的行为规范及其心里意识，行为活动的总和，要求人们爱岗敬业、诚实守信、办事公道、服务群众、奉献社会。家庭道德是在一定的社会历史条件下形成的，调节、约束家庭生活、家庭关系、家庭成员行为的道德准则。 (三)思想政治教育者自身工作的要求 思想政治教育者自身工作要求具有特殊性。首先，思想政治教育者的劳动属于难以量化的精神生产活动。它是通过思想政治教育者自身的言传身教来启发、影响受教育者，使其形成正确的世界观、人生观和价值观。思想政治教育者是思想政治教育的主体，在思想政治教育过程中发挥着主导作用，从而要求思想政治教育者具有较高的道德素质。其次，思想政治教育者的劳动工具是以教育者个人的个性品质为主的。思想政治教育者的劳动极其复杂精细的精神生产活动，他的劳动工具和手段主要是以自身的个性品质，如情感、意志、性格、品德、能力等等。在教育过程中，思想政治教育者以自己的思想行为去影响和感染教育对象，以其一言一行不自觉的影响着受教育者，从而使教育对象的思想行为发生相应的变化，达到教育的目的。所以，高尚的道德素质作为一种强大的教育力量，是思想政治教育者亟须提高的素质。 三 提高思想政治教育者道德素质的途径 (一)完善培训机制，提高思想政治教育者的整体素质 德才兼备和具有高尚道德素质的思想政治教育者不会自发的产生和形成，它取决于有关部门的有意识的教育和引导。人是一个受主客观条件影响的能动主体，他的思想行为都是随着时代的变化不断变化发展的。要建设一支具备高素质的思想政治教育队伍，就要求各级党委和政府根据目前的实际情况和形势发展的需要，采取切实措施，做好思想政治教育队伍的规划、教育、培训工作，制定好思想政治教育队伍建设的规划。国家和地方各级部门要随着社会经济的发展和人们实践活动的推进，定期对思想政治教育者进行道德知识教育。通过传授道德知识和总结思想政治教育者的实践经验对思想政治教育者进行培训。 (二)加强对思想政治教育者的道德观教育 道德教育的手段和方法可以是灵活多变的，但是都必须符合道德本身的特点和受教育者的实际情况。加强对思想政治教育者的道德观教育可以从提高道德认识、陶冶道德情感、锻炼道德意志、确立道德信念、养成道德习惯五个环节着手，只有在每一个环节上下了工夫，道德观的教育效果才能落到实处。 (三)提高思想政治教育者自身的道德修养 提高思想政治教育者的道德修养可以从两方面着手：第一，要求思想政治教育者坚持道德修养和教育实践相结合。思想政治教育者要通过实践的锻炼，才能使自己的思想认识和实际相符合，才能经受住实践的检验。第二，培养和提高思想政治教育者自身道德修养的自觉性。道德修养的提高不是一朝一夕之事，而是要经历一个不断改造与超越的过程，因此思想政治教育者要端正态度，长期坚持，这样才能实现道德修养的真正提高。 参考文献： [1]老子《道德经》吉林文史出版社1999年版 [2]张耀灿陈万柏《思想政治教育学原理》高等教育出版社2001年版 [3]罗红铁《思想政治教育专题研究》中央文献出版社2007年版 [4]罗红铁《思想政治教育学原理》西南师范大学出版社2009年版 [5]沈壮海《思想政治教育有效性研究》武汉大学出版社2001年版 [6]罗国杰马博宣余进《伦理学教程》中国人民大学出版社2005年版 [7]项久雨《思想政治教育价值论》中国社会科学出版社2003年版
图书馆应该有吧
近两年来，随着社会办学力量的兴起，职业中专学校出现了前所未有的“生存危机”。与此同时，中学生“厌学”现象日趋严重，特别是临近毕业的高年级学生，迟到旷课、不做作业、考试舞弊及违纪违法的事件也日趋增多。 本人从事中学生管理工作多年，对当前中学生的特点和思想状况以及如何在当前形势下做好学生的思想政治教育工作，为祖国培养高素质的建设者，谈点肤浅的意见和看法。一、当前中学生的特点和思想状况（－）中学生素质低下，入学不要分数线，不需要政审，也不需要档案，可以直接注册入学，这就导致了中学校学生素质参差不齐，有的甚至劣迹斑斑，给学生管理工作和教学工作带来了极大的困难。（二）中生年龄小，识别能力弱，绝大部分是独生子女，自我保护意识差，这些学生很容易受他人的影响。（三）学生管理经费少，组织学生活动少，寓教于乐的氛围欠缺。（四）厌学情绪比较普遍。其表现是：1．频繁逃课，有的因文化基础差，对所学的课程听不懂，缺乏学习兴趣。2．课堂杂乱无序，有的班级有三分之一的学生在课堂上睡觉，有的班级有三分之一的学生在课堂上不听课或消极地听课。3．抄作业成风，教师在批改作业时经常会发现一个班的学生作业只有四五个“版本”，有些学生对抄作业、考试不及格等不以为耻，反以为荣；或不以为然，泰然处之。（五）国家责任意识淡薄。在多元化经济、市场竞争的驱动下，功利意识明显的社会现实在学生思想中留下的痕迹，一方面成为推动他们不断学习、进步的原因之一，另一方面也自觉不自觉地使他们淡忘了国家意识、集体意识。（六）所学专业不满意。学生及家长对中学生的就业方向和社会对人才的需求不甚了解，对新开设的专业不感兴趣。（七）判断、处事在矛盾中徘徊。由于中学生多数处在未成人阶段，鉴别能力差，在思考问题、处理事情、选择正误方面，思想不稳定，往往在矛盾中徘徊。（八）部分学生日常生活的自理能力很差。（九）早恋现象屡禁不止。学生中的早恋问题已成为学生工作的一个难点。由于生理的早熟和传媒的影响，学生早恋有越来越低龄化的倾向。通过对以上中学生的思想状况及特点的调查分析，使我深刻地认识到只有重视学生的思想教育工作，重视学生的管理，学校才能发展壮大学生的思想教育工作必须引起学校各级领导的高度重视。要搞好学生管理，需要学校党政工团齐抓共管，进行综合治理。二、加强学生思想教育工作的几点建议为了加强中专学校学生的思想教育工作，为祖国培养高素质的建设者，我们要做到“一、二、三、四、五、六”，即树立一个目标、把握两个重点、规范三种职责、发挥四个作用、明确五项任务、解决六大问题。（－）树立一个目标即：努力实践三个代表，把学生培养成德智体全面发展的具有综合能力的高素质的劳动者和专门人才。（二）把握两个重点1．以新生为重点进行思想与志向、团结与守纪、学习与生存等方面的教育。2．以毕业生教育为重点，针对毕业生在实习、就业等方面存在的问题，开展思想教育活动，提高毕业生的质量。（三）规范三种职责1．要进一步明确学生科德育工作职责，发挥学生科在培养学生骨干及组织发展等问题上的作用。2．要进一步明确学生科对毕业生的教育管理职责。3．要进一步明确学生科的学生管理职责，要认真加强管理，有些需要齐抓共管，学生科不能越俎代庖，管理要程序化。学生教育与管理工作是学校重要的基础工作，要挑选思想品德好、政治觉悟高、责任心强、热爱学生、会做思想政治工作、具有奉献精神、思维敏捷、知识丰富的同志担任学生教育与管理的重任。（四）发挥四个作用1．要充分发挥全校教职工为人师表、率先垂范的有人作用，特别是任课教师在课堂上的育人作用。2．要进一步发挥学生科管理人员的关键作用。要经常深入到学生中去，充分了解学生，要善于发现深层次的问题，实行对教室、学生宿舍巡查制度，按照“三不放过”即：学生出现或发生事故时，没有查清原因不放过；当事人没有受到教育不放过；没有制定防范措施不放过的原则妥善处理好学生中的问题。3．要进一步发挥班主任在班级管理和学生教育中的核心作用，这是对学生进行思想教育和管理的重点。要对班主任制定客观、公正、科学、易操作的定量考核办法，加大考核力度，使考核结果与班主任津贴、评先、评聘技术职务等结合起来，进一步增强班主任的工作责任心，促使其在班主任岗位上尽心尽责，勤奋工作。4．要进一步发挥学生干部的突出作用。学生干部天天与广大同学生活在一起，他们在了解学生和发现问题、及时制止突发事件、避免事态扩大等方面起着不可替代的作用。（五）明确教育管理学生的五项任务1．做好全体学生的思想政治教育和形势教育，培养学生树立正确的人生观、世界观。2．牢固树立为所有学生服务的思想，以“三个一切”即我们在管理教育学生中要把“一切为了学生，为了一切学生，为了学生一切”作为工作目标。认真学习贯彻中学生学籍管理条例，对学生实行规范化制度化管理。4．认真抓好新生和低年级学生的教育管理，配备高素质能力强的班主任，从新生一进校就严格教育耐心培养。5．加强对学生宿舍的管理。会管员每天要对学生滞留宿舍情况、晚归、未归进行登记，每周要汇总报学生科。学生科及时通报给班主任，并采取相应的措施。（六）着重解决六大问题对于厌学问题、帮派问题、打架群殴问题、泡吧问题、早恋问题、偷盗问题等要进行综合治理。当然，做学生的思想教育工作是很难的，有些问题需要反复抓，抓反复的。其中解决厌学问题是重点和难点。建议：1．重视素质教育，加强课程体系和中学教材的改革与调整，以能力为本位，做到因材施教，努力调动学生的学习兴趣和参与的热情。2．在学生管理中应把有人放在首位，采取积极可行的激励机制，努力开创良好的学习氛围，积极开展丰富多彩的校园文化活动，开办第二课堂创建文明健康的校园文化，用“阵地战”的形式同目前存在的一些不良现象“争夺”学生的兴趣和注意力，培养学生的进取意识、竞争意识。3．充分发挥德育工作的作用，努力培养学生积极进取的健康人格。所谓“人格的力量是无穷的”，积极进取的健康人格的精神力量，是我们克服厌学这个“顽症”所需要的重要力量之一。总之，加强学生的思想政治教育是中等职业学校的一件大事，如何充分发挥德育工作的作用，加强中学生思想政治教育，采取有针对性的措施，使学生树立正确的人生观、世界观，把学生培养成高素质的劳动者，是非常重要的，必须引起学校各级领导和全校教职工的高度重视。