【作者】 王丽荣；

【导师】 陈秉公；

【作者基本信息】 吉林大学 ， 政治学理论， 2009， 博士

【摘要】 思想政治教育接受心理,是发生在思想政治教育接受活动中的心理现象,是接受主体在环境作用的影响下,在自身需要的驱动下,对思想政治教育接受客体进行反映、选择、理解、解释、整合、内化及外化践行等活动中的各种心理现象的总称。在思想政治教育活动中,充分考虑到接受主体的心理特点,遵循接受过程中的心理规律,把思想政治教育的内容、方式、方法与人的心理活动规律结合起来,才能使思想政治教育信息被有效地接受,使思想政治教育更有生命力。本文融合了心理学和思想政治教育学的视角,旨在探究思想政治教育接受活动中的心理现象,试图为充实思想政治教育理论、提高思想政治教育实效提供一种思路。本文综合采用文献研究、历史研究、多学科整合研究及系统研究等方法,从分析中外相关研究文献入手,考察了接受理论、接受心理理论的历史演进过程;在现代思想政治教育背景下,具体分析了接受主体的接受心理特征及接受心理障碍;努力挖掘心理学相关领域的理论研究成果,对思想政治教育接受过程中的需要、认知及情感心理进行了系统、深入的研究,探索其对现代思想政治教育的影响作用;分析了思想政治教育接受心理的结构和规律;提出了思想政治教育接受心理的优化策略。更多还原

【Abstract】 Ultimate aims of ideological and political education are to advance ethical awareness of receptive subject, transfer receptive subjective social consciousness about political、ideological、moral criterion into ethical consciousness and behavior habit. Before realizing aims and accomplishing activity of ideological and political education, we should adequately understand receptive subject.Receptive activity of ideological and political education is objective. It reflects the interrelation between subject and object of ideological and political education. It is a process that receptive subject out of himself needs, on condition of environmental influence, through some mediations to reflect、select、integrate、internalize、externalize and carry out receptive object. Through receptive activity of ideological and political education, external request can be translated into internal ideology and morality then externalized to behavior. Various psychological conflicts and laws exist in this activity process. Thus, investigating the psychological phenomenon and issues in receptive activity of ideological and political education of must be one side of ideological and political education research.Effect of practical ideological and political education is not perfect. sometimes it is excluded、rejected、disregarded and detested. The causes are all around, such as ideological and political education could not adapt to social development today, educators did not follow psychological laws、theoretically adapt to vicissitude and take people as the foremost in deed, educators did not care、understand and regard students. As ideological liberating, people’s self-consciousness unparalleled roused, psychology infinitely changed. As receptive subjects, People are no longer willing to be passively infused but want to master more initiative. That is to say, the thinking taking people as the foremost has stroke root in the hearts of the people. Now ideological and political education regards educator and education content study, but lacking receptive subject and education process study. Receptive subjects were ignored, and their psychological conflicts and laws were lacked. The scarce theory study of receptive psychology in ideological and political education resulted in warped education idea and operation muff in practice. As a result, it badly affected the actual effect of ideological and political education. Now we must consider how to know people’s psychological activity laws in receptive process and follow the laws to realize effective reception. The aims are to advance actual effect and break away from difficulties of ideological and political education. It is an exigent problem.We think that the tasks of ideological and political education not only consist of transferring established ideological、political and moral idea to realize social value, but also include promoting subject ceaselessly progress to realize individual value. Therefore, we must infuse subjectivity meaning into ideological and political education. When we take people as the foremost, fully consider receptive subjective psychological characteristic, follow psychological laws in receptive process and integrate content、manner、method and psychological laws, we can make ideological and political education more vitality. Only when we know psychological laws in receptive activity and follow the laws to carry out ideological and political education, the educational information can be effectively accepted and actual effect of ideological and political education can be enhanced.The paper integrated psychological and ideological and political educational angles of view, placed emphasis on psychological phenomenon in receptive activity of ideological and political education to unveil form and development laws of receptive subjects’ideology and morality. The aim was to provide new thought to enrich theories and advance practical effects of ideological and political education.The paper synthesized literature、history、integration of various disciplines and system research methods. The study started with analyzing inside and outside correlative research literatures, then explored history evolvement of reception and receptive psychology theory, and analyzed receptive subjects’reception psychological characteristic and handicap in contemporary background of ideological and political education. Theory research achievements in psychology and other fields were explored, need、cognition and affect psychology in receptive process and their influences on current ideological and political education were systematically and home studied. Based on foregoing study, structure and laws of receptive psychology were analyzed and strategies to optimize receptive psychology were advanced. For the core concept--- receptive psychology in ideological and political education, the definition、study angle of view、study thought and optimized strategies all embody innovative.Now receptive psychology in ideological and political education is a new study topic and needs to be further discussed. Exploration about receptive psychology in the paper is just a threshold, it needs to be perfected and deepened in later study. The paper has two limitations: One is that correlative research literatures inside and outside need to be ceaselessly excavated、deepened and abstracted to guide constructing receptive psychology theory and practice system; The other is that current study deepness and extent is not enough because that structure system and function of receptive psychology are complicated, integration of psychology and ideological and political education needs genuine and deep-seated blend. Aforementioned problems need further studied and settled.Although the study needs amelioration, the results can improve deepness and extent of theory research, provide theory basis for ideological and political educational content、object enactment and method use, and guide practice activity in ideological and political education. Thus, the study has theoretical and practical value.The paper consists of 6 chapters except introduction and epilogue:Introduction: The background、reasons、meaning and research actuality、basic thinking、methods、innovation inside and outside of selected topic were explained. First chapter: Basic issues of receptive psychology in ideological and political education. This part confirms basic issues and character of receptive psychology in ideological and political education, unveils receptive psychological laws and discusses major handicaps in ideological and political education.Second chapter: Receptive needs in ideological and political education. Needs are the drive of all actions. In receptive activity of ideological and political education, needs are important drives, they drive receptive subject actively participate in receptive activity.This chapter respectively discussed the notice of Marx’s and Maslow’s needs theory on ideological and political education reception, analyzed receptive subject’s needs characteristic and the impact of needs.Third chapter: Receptive cognition in ideological and political education. Cognition nearly correlates with reception. Cognition is the important segment in receptive process. There are plenty of researches on cognition. In this chapter, some representative cognitive theories and their notice were explored, cognitive process of ideological and political education and their effect were analyzed.Fourth chapter: Receptive affect in ideological and political education. Emotion and affect are all around in receptive activity of ideological and political education, charge receptive process and influence student’s reception or not and extent with dispersion pattern. Reception of ideological and political education can not exist without participation and interference of affect and emotion that indwell all segments of receptive activity of ideological and political education. This chapter analyzed the inspire of emotion and affect theory; The effect of affect education、emotion adjustment and affect、emotion on ideological and political education reception were analyzed and clarified.Fifth chapter: Structure and law of receptive psychology in ideological and political education. Receptive psychological structure in ideological and political education is home discussed. Further analyzing receptive psychological structure can provide inherent basis that optimize receptive psychology. Receptive psychology in ideological and political education was complex. The part clarified basic structure、interaction relation and influence between components, discussed major conflicts in receptive activity and unveiled the receptive psychology law of ideological and political education.Sixth chapter: Strategies to optimize receptive psychology in ideological and political education. Optimizing receptive psychology is that promoting subjective receptive psychological level through effective manner and approach to adequately、conveniently、well and truly reception. Receptive activity in ideological and political education is not isolated. It is carried out in some circumstance by educator and receptive subject.Receptive psychology is affected by circumstance、educator and receptive subjective psychological development level at the same time. Thus,The strategies were respectively advanced from environment、educator and receptive subjects angles.In Epilogue part, Issues that need further explored were analyzed, and proposals about further study were advanced.更多还原