榜样教育与偶像崇拜构成要素异同辨思  

Study on Similarities and Differences of Components between Model Education and Idol Admiration

作　　者：徐红波[1] 

机构地区：[1]南通大学江苏先进典型研究中心,江苏南通226019

出　　处：《南通大学学报（社会科学版）》2014年第3期90-95,共6页Journal of Nantong University:Social Sciences Edition

基　　金：教育部人文社会科学研究(高校思想政治工作)专项任务项目(11JDSZ3032)

摘　　要：在同一价值序列中探讨榜样教育和偶像崇拜的关联,可谓各有表述,仁智互见。经由学科发展、信仰追求和实践耦合所开启的研究视域,逐步显现出两者构成要素及其特征颇具相似性。通过主体、客体、载体、介体四大构成要素的比较研究发现,榜样教育和偶像崇拜形式相近但存在本质差异,进而围绕如何推动榜样教育构成要素的价值拓展与重构的论题,提出了相应的对策,即强化主体元素的塑造,促进理念创新与能量聚合;拓展客体元素的功能,推动情感共鸣与知行转化;发挥载体元素的作用,探索耦合模式与转化途径;延展介体元素的空间,借鉴传播经验与运作方式。Based on the same value sequence, people present different viewpoints when exploring the relationship be-tween model education and idol admiration. With the integration of discipline development, belief pursuit and practice, re-search perspectives gradually display the similarities of their components and characteristics. Through a comparative study on four components, which include subjects, objects, carriers and mediators, we can find moral education and idol admira-tion similar in the form yet different in the nature. Based on the analysis, the paper comes up with the proposition about how to promote value development and reconstruction of model education. Some measures are thus put forward to solve the issue. We should strengthen the cultivation of subject elements, promote concept innovation and enhance energy poly-merization. We should also expand the function of object elements, promote emotional resonance, and reinforce the trans-formation between realization and action. What ’s more, we should play the role of carriers, explore coupling models and transformation pathways, expand the space of mediator elements and learn from the spreading experience and operating models.

关 键 词：榜样教育 偶像崇拜 构成要素 异同 辨思 

分 类 号：G41[文化科学—教育学]