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习近平传统文化观与当代学校德育改革定位
引用本文:易连云,王春华.习近平传统文化观与当代学校德育改革定位[J].西南大学学报(社会科学版),2020,46(1):79-88.
作者姓名:易连云  王春华
作者单位:西南大学 教育学部少年儿童组织与思想意识发展研究中心, 重庆 400715
基金项目:全国教育科学“十三五”规划单位资助教育部规划课题“中小学德育模式构建研究”(FEB180515),课题负责人:易连云。
摘    要:文化作为民族的根基与血脉,其强弱代表着一个民族、一个国家的兴衰存亡。中国的文化发展进程之中,对中国传统文化的批判与反思由来已久,如果从彻底与猛烈的程度开始算起,当始于20世纪初。平心而论,这种批判与反思对于中国文化的发展,特别是以传统文化为基础的中国社会政治制度、经济体制,包括文化自身都起到了前所未有的推进作用。我们现在既处于一个新时期,一个充满挑战与机遇的时期,同时也是一个文化发展的关键时期。习近平系统地总结了中国传统文化的特点并阐述了如何对待中国传统文化的观点。其中,“在继承中发展,在发展中继承”将成为新时代对待中国传统文化的指导性原则和思想,也是学校德育改革科学定位的思想基础。

关 键 词:习近平  传统文化观  文化发展  德育  学校德育改革
收稿时间:2019/10/18 0:00:00

Xi Jinping'sView on Traditional Culture and the Orientation of Moral Education Reform in Contemporary Schools
YI Lianyun,WANG Chunhua.Xi Jinping'sView on Traditional Culture and the Orientation of Moral Education Reform in Contemporary Schools[J].Journal of Southwest University(Humanities and Social Sciences Edition),2020,46(1):79-88.
Authors:YI Lianyun  WANG Chunhua
Abstract:Culture, as the foundation and essence of a nation, represents the rise and fall of a nation and a country. In the process of China''s cultural development, the criticism and reflection on Chinese traditional culture has a long history. If we take account of thoroughness and ferocity of criticism, it began at the beginning of the 20th century. Objectively speaking, this kind of criticism and reflection has played an unprecedented role in promoting the development of Chinese culture, especially the Chinese social, political and economic system based on traditional culture, including culture itself.We are now in a new period full of challenges and opportunities, but also a critical period of cultural development. Xi Jinping systematically summarized the characteristics of Chinese traditional culture and expounded the views on how to treat it. Among them, "development through inheritance and inheritance through development" will become the guiding principle and thought for the treatment of Chinese traditional culture in the new era, and also the ideological foundation for the scientific orientation of school moral education reform.
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