网络文化教化理念的理性回归探析  

The Rational Return of the Education Ideas of Cyber-culture

作　　者：张元[1,2] 丁三青 

机构地区：[1]淮海工学院马克思主义学院 [2]大连理工大学马克思主义学院 [3]中国矿业大学发展规划处

出　　处：《煤炭高等教育》2017年第3期40-44,共5页Meitan Higher Education

基　　金：国家社科基金重点项目"扎实推进社会主义文化强国建设研究"(13AZD016);2016年度江苏省教育科学"十三五"规划立项课题"大学生网络道德失范与教育对策研究"(C-c/2016/01/07);江苏省高等教育学会高等教育研究"十三五"规划课题"大学生网络道德异化问题及治理研究"(16YB029);淮海工学院高等教育科研项目"‘互联网+’时代高校思想政治理论课教育生活化运行系统创新研究"(GJ2016-35)

摘　　要：网络文化教化,力图在尊重网络主体个性的基础上,将外在于主体的和谐网络文化的精髓与价值理念内化为网络行为主体的精神存在,激发与提升其对网络生活和现实生活的批判反思精神、超越精神和创造精神;实现教化对象的转变,尊重教化对象的主体性,表明网络个体在教化活动中的主体地位和作用;强调在教化活动中主客体的交互性,实现网络主体的主体性生成和文化自觉。教化内容要实现从知识化到人性化、从政治化到生活化、从科学化到人文化的转变。在教化活动中,坚持教化应成为一种化知识为个性、理性和德性的教化实践活动,使网络文化教化转变成一种启迪、唤醒和引导的教化实践活动,促成主体的精神成长,使学习活动变为一种自我认知、自我管理、自我教育和自我实践的过程;并坚持教化是一种现实社会和网络社会相结合的多方面的行动。Cyber-culture education aims to respect the personality of cyber subjects,internalizes the quintessence of harmonious cyber-culture into the spiritual existence of cyber subjects,and to stimulate and promote the spirit of critical thinking and retrospection,excelling and creative spirit.The respect for the subjectivity of education and its transformation indicates the dominant status and role of network individuals in the education activities.Cyber-culture emphasizes the interaction between subjective and objective bodies in education activities,and achieves the subjectivity of network subject and cultural consciousness.The content of education should be changed from knowledge to humanity,from politics to life,and from science to human culture.These educational activities make education become a kind of practice to turn knowledge into personality,rationality and morality,and to play a role of enlightenment,awakening and guiding.It also facilitates the spiritual growth of subjects,and turns learning activities into a process of self-cognition,self-management,self-education and self-practice.Cyber-culture education is an extensive activity integrating realistic and networked society.

关 键 词：网络文化 教化理念 教化对象 教化方法 教化内容 理性回归 

分 类 号：G641[文化科学—高等教育学]