“五史”融入学校爱国主义教育的价值及推进路径  

The value and promotion path of integrating“Five Histories”into patriotic education in schools

作　　者：王兰[1] 张舒园 WANG Lan;ZHANG Shu-yuan(School of History and Culture,Jilin Normal University,Siping 136000,China)

机构地区：[1]吉林师范大学历史文化学院,吉林四平136000

出　　处：《白城师范学院学报》2024年第4期23-30,共8页Journal of Baicheng Normal University

基　　金：吉林师范大学2024年度教育教学改革研究课题“《中华民族共同体概论》案例教学创新研究”。

摘　　要：党的二十大提出的“五史”,相对于“四史”增加了中华民族发展史,这是对中国各族人民共同开拓辽阔的疆域、共同创造悠久的历史、共同创造光辉灿烂的文化、共同缔造统一的多民族国家的肯定,可以将“五史”融入爱国主义教育中。从时间维度、内容维度、实践维度看“五史”和爱国主义教育在理论上是契合的。通过“五史”的学习,能够推动大中小学爱国主义教育一体化,帮助学生树立正确的国家观、历史观、民族观等。基于此,需要发挥课堂教育和实践教育的优势,助推大中小学生传承和弘扬爱国主义精神。The“Five Histories”proposed by the 20th National Congress of the Communist Party of China added the history of the development of the Chinese nation to the“Four Histories”,which is an af-firmation of the Chinese people of all ethnic groups to jointly open up a vast territory,jointly create a long history,jointly create a brilliant culture,and jointly create a unified multi-ethnic country.The“Five Histo-ries”can be integrated into patriotic education.From the time dimension,content dimension and practice dimension,the“Five Histories”and patriotic education are theoretically consistent.Through the study of“Five Histories”,it can promote the integration of patriotic education in schools and universities,and help students establish a correct view of the country,history and nationality.Based on this,it is necessary to give full play to the advantages of classroom education and practical education to promote the inheri-tance and promotion of patriotism.

关 键 词：“五史” 铸牢中华民族共同体意识 爱国主义教育 

分 类 号：D647[政治法律—政治学]