目录简论高校思想政治教育范式转换............................................................................................................1Abstract....................................................................................................................................................1一、高校思想政治教育范式转换的内涵及发展解读............................................................................2二、对“科学实践观”范式研究的必要性分析....................................................................................4(一)理论上的必要性............................................................................................................................4(二)现实中的必要性............................................................................................................................4三、实现“科学实践观”范式的路径探析............................................................................................5(一)教育理念——时代性和先进性....................................................................................................5(二)教学内容——整体性和生活化....................................................................................................6(三)教学方法——问题化和信息化....................................................................................................6(四)教学评价——综合性和目的性....................................................................................................7四、结语..................................................................................................................................................8参考文献:................................................................................................................................................8简论高校思想政治教育范式转换[摘要]:从托马斯·库恩创造性地提出“范式”这一概念以来,其不仅在科学哲学领域产生了重大的影响,而且也被广泛地研究与运用于人文学科、社会学科等领域。思想政治教育学科在学习这些领域经验的同时,也对“范式”进行了探索与应用。由于当前外界环境变化和高校思想政治教育内在矛盾让该学科陷入困境,高校思想政治教育已有范式即“社会哲学范式”和“人学范式”已无法很好地应对,因而我们需要一种新的范式。在马克思主义哲学的指导下,“科学实践观范式”成为我们新时期的必然选择,它是对前两种范式的扬弃。为了实现向这一范式的转换,本文主要从教育理念、教学内容、教学方法和教学评价等方面对其路径进行了探析。[关键词]:高校;思想政治教育;范式转换AbstractSinceThomasKuhncreativelyputforwardtheconceptof“paradigm”,itnotonlyhasgreatinfluenceinthefieldofphilosophyofscience,butalsobeenwidelyresearchedandappliedinthefieldofHumanitiesandSocialSciences.“Paradigm”hasalsobeenexploredandappliedinthecourseofIdeologicalandpoliticaleducationbasedontheexperienceofthoseareas.DuetothecurrentchangesintheexternalenvironmentandinherentcontradictionstotheideologicalandpoliticaleducationinCollegesanduniversities,“socialphilosophyparadigm”and“humanparadigm”,whicharetheexistingparadigmofIdeologicalandpoliticaleducationinCollegesanduniversitieshavebeenunabletodealwiththetrouble.Soweneedanewparadigm.WiththeguidanceofthephilosophyofMarx,“theparadigmofscientificpractice”hasbecometheinevitablechoiceofthenewera.Inordertorealizethetransformationofthisparadigm,thispapermainlyexploresfromtheeducationalphilosophy,teachingcontent,teaching...