The Research Of Non-Classroom Education Of Ideological And Political Education In Universities

Ideological and political education is the key of higher education and it is the soul of collegestudents. It is the effective means to synthetically train the students.Recently, the situation that the work of ideological and political education faces has changed.Ideology infiltrates under the condition of politic multi-polarization, economic globalization, culturediversification and information networking. Culture trend and values shock between the east and thewest. Higher education reforms and develops in depth in China. All those increasingly highlight thedefects and disadvantages of ideological and political education in universities.This essay takes advantage of the theory of non-classroom education as the breakthrough pointto sketch the problems in the reform and development of ideological and political education inuniversities. The essay consists five parts. The first part is introduction. The second part analysesthe connotation of non-classroom education in ideological and political education, and thenconcretely analyses the characteristics, function and effect of non-classroom education inideological and political education. The third part minutely analyses the theory evidence and actualdemand of the use of non-classroom education in ideological and political education. The educationmust persist in guiding by Marxist theory and must be founded on ideological and politicaleducation, pedagogy, psychology and educational sociology. Introducing the non-classroomeducation to ideological and political education in universities is the imminent need in socialtransformation and economic development. It is the inherent law of higher education development.It is the objective requirement of self-development of university students. It is the inexorable needto heighten the actual effect of ideological and political education. The fourth part is the key part.The author constructively put forward the paths that introducing non-classroom education toideological and political education in universities. It is to update educational idea—set the idea ofpeople foremost, the idea of practice and the idea of innovation. It is to adjust educationalprinciples—establish the principle of people oriented, strengthen the principle of combiningincitement with meeting demands, inspire the principle of uniting guiding with psychologicalcounseling and solve the problems in mind and in practice. It is to enrich educational contents—strengthen living consciousness, train the modern citizen consciousness, cultivate thethought of undertaking and develop the internationalization. It is to innovate in educationalmethods—turn to people oriented and comprehensive educational carrier, begin to educate fromvarious angles. It is to consummate mode of evaluation—stick to strengthen developing function inthe idea of evaluation, persist in quality and insist on showing personality in the content ofevaluation. The fifth part is conclusion. This essay provides a new thinking method for the researchof ideological and political education in universities and it also injects vitality into the research. Atthe same time, the essay laid the theory foundation of making a further study of non-classroomeducation in ideological and political education.