A Study Of "Four History" Education Of University Students In The New Era

It is the fine tradition of the Communist Party of China to respect,study and learn from history.Since the 18th National Congress of the Communist Party of China,the Party Central Committee with Comrade Xi Jinping as the core has issued a series of key arguments on learning the History of the Communist Party of China,the History of the people’s Republic of China,the History of Reform and Opening up,and the History of Socialist Development(hereinafter referred to as the “Four Histories”).It comprehensively expounds the great theoretical significance and practical value of learning the “Four Histories” in the new era,comprehensively analyzes the great spirit contained in the “Four Histories”,and puts forward practical requirements for carrying out the “Four Histories” learning and education.Comrade Xi Jinping attaches particular importance to the important role of the “Four Histories” in the young college students’ soul-building.He emphasizes that it is necessary to clarify the “Four Histories” that have been proved by practice and the historical logic and realistic logic of their development,enhance students’ self-confidence in the road of socialism with Chinese characteristics,theoretical self-confidence,institutional self-confidence,and cultural self-confidence,and strengthen their ideals and beliefs,so that young students are determined to shoulder the important task of national rejuvenation.In 2021,on the occasion of Ceremony Marking the Centenary of the Communist Party of China,the General Office of the CPC Central Committee issued the “Notice on Publicity and Education of the History of the Communist Party of China,the History of the People’s Republic of China,the History of Reform and Opening up,and he History of Socialist Development in the Whole Society”,and made arrangements for the publicity and education of the “Four Histories”.It emphasizes that we must always grasp the correct orientation,establish a correct view of history,accurately grasp the main theme and mainstream essence of the history of the Party,the history of New China,the history of reform and opening up,and the history of socialist development,and clearly oppose historical nihilism.In particular,we should highlight the young people’s learning and education of the “Four Histories”,cultivate the emotion of loving the party,loving the country and loving socialism,inherit the red gene and continue the red blood.Since then,colleges and universities have gradually and systematically carried out the “Four Histories” education for college students.As a selective compulsory course,the “Four Histories” course has become an important part of the ideological and political theory course.Other ways of “Four Histories” education,such as daily ideological and political work,party education and propaganda work,are also emerging.The “Four Histories” education of college students has become an important dimension of ideological and political education in colleges and universities.In terms of importance and necessity,strengthening the "four histories" education for college students is a major issue for colleges and universities to comprehensively implement the Party’s education policy,and to solve the fundamental problems of what kind of people to cultivate,how to cultivate people,and who to cultivate people for.In terms of practicality,the systematic development of "Four Histories" education for college students has not been carried out for a long time,and it is not easy to find out how to carry out "Four Histories" education,i.e.,how to deal with "Four Histories" and "Four Histories" education contents.There are still some problems in how "Four Histories" education is carried out,i.e.how the four parts of education content of "Four Histories" are dealt with,how "Four Histories" is connected with the content of the original ideological and political theory course,and how the education content,education form,and team of educators of "Four Histories" education are connected;there is still some room for improvement in the overall co-ordination of education,professional advancement,and carrying out of the education in various fields.There is still some room for improvement in the overall co-ordination,specialisation and implementation of education in various fields.To clarify the basic theory of "Four Histories" education for college students,to grasp the current situation of "Four Histories" education for college students,to solve the bottlenecks in "Four Histories" education,and to further standardise "Four Histories" education for college students,it is important to make the following recommendations.It is of great theoretical significance and practical significance to enhance the scientificity and effectiveness of college students’ education on the four histories,and to fully realise the significant role of education on the four histories in casting souls and educating people.This thesis is based on the theory and practice of "Four Histories" education for college students in the new era.This thesis takes "Four Histories" education for college students in the new era as the research object,and applies the literature research method,survey research method and process analysis method,and starts from "basic theory","historical reference","realistic review","theories of history",and "theories of history","theories of history","theories of history" and "theories of history".The research is carried out in five aspects,including "basic theory","historical reference","review of reality","principles and focus of the task" and "enhancement strategy".Chapter 1: Basic theory of the "four histories" education for college students in the new era.On the basis of a systematic and in-depth grasp of the basic requirements of the Party and the country on the "Four Histories" education for college students,this chapter defines the connection and difference between the "Four Histories" education and the "Four Histories",history education,ideological and political education,and ideological and political courses in terms of connotation and extension.Education,history education,ideological and political education,and ideological and political curriculum in the connotation and extension of the connection and differences,revealing its universality and specificity of the theoretical characteristics.Explain the ideological origin of the "Four Histories" education for college students from the perspectives of Chinese excellent traditional culture,classic Marxist writers and Sinicized and modernised Marxist theoretical innovations.Make it clear that the education of college students on the four histories can play the role of "understanding reason","increasing faith","promoting morality","promoting action","promoting the development of the human spirit","promoting the development of the human spirit" and "promoting the development of the human spirit"."to practice".Chapter 2: Historical experience of the "four histories" education for university students.This chapter compiles the practice of history education for college students in the new democratic period,the socialist revolution and construction period,the new period of reform,opening up and socialist modernisation,and the new era of socialism with Chinese characteristics,and sums up that the fundamental experience of history education lies in the following: the importance of history education in ideological and political education has always been highlighted,the ideological and political theory class in colleges and universities has always been taken as an important position for history education,and the strengthening of college students’ political identity has always been the main task of history education.The main task of history education is to strengthen the political identity of college students.From the historical experience,we have formed the practical inspiration that we should focus on the task of ideological and political education and highlight the political background of the "Four Histories" education,help students learn to objectively analyse and evaluate historical events and resist erroneous thinking,and adapt to the needs of reality and enhance the relevance of the "Four Histories" education.Chapter 3: The Reality of the "Four Histories" Education for College Students in the New Era.This chapter is based on empirical research,designing and compiling questionnaires,collecting and analysing data.It analyses the influencing factors of "Four Histories" education from the dimensions of students’ willingness to learn,the degree of importance attached by colleges and universities,educational methods,the use of media and the synergy of subjects,etc.Through the questionnaire survey,interviews and other empirical analyses,it is clear that there are still multidimensional factors in the education of "Four Histories" among college students at present.Through the questionnaire survey and interviews,it is clear that multi-dimensional education on "Four Histories" still exists in colleges and universities,and that the synergy of education has not yet been formed;the distribution of semesters,the amount of hours and the nature of "Four Histories" courses are not reasonable;the level of professionalism of the educators has to be improved,and the formation of a specialised teaching team and the response to the needs of the target students are insufficient.The reasons for these problems are that the complex social environment affects the effectiveness of education,the lack of an overall promotion mechanism makes it difficult to form a linkage,insufficient resources affect the enhancement of educational effects,and insufficient analyses of the actual situation of university students and their learning conditions affect the relevance of education.Chapter 4: Principles and Focus of the Four Histories of College Students’ Education in the New Era.This chapter follows the law of education and the law of ideological and political quality,based on the new problems,new needs and new challenges arising from the new era,and clarifies that the fundamental task of the "four histories" education for college students in the new era is to clarify the historical inevitability of the "four choices" and enhance the "four confidence";guide college students to establish a broad historical perspective based on the concept of materialistic history;and cultivate college students to apply historical thinking and focus.The fundamental task of "four histories" education in the new era is to clarify the historical inevitability of the "four choices" and to enhance the "four confidence";to guide college students to establish a big view of history based on the materialist view of history;and to cultivate the ability of college students to analyse and solve problems with historical thinking.On the basis of this concept,the basic principle of the "Four Histories" education is to unify politics and reality,timeliness and longevity,and correctness and innovation in the education process,and to effectively combine theory and practice from the perspective of students’ growth and development needs.The key point in refining the education of the Four Histories is to deal with the relationship between the curriculum of the Four Histories and the Civics and Political Science course,between the whole and the part,between historical education and theoretical education,between positive education and the criticism of erroneous thinking,and between classroom teaching and other forms of instruction.The fundamental tasks,principles,and priorities presented in this chapter seek to provide a clear direction,clear principles,and key questions for the education of the Four Histories.Chapter 5: Enhancement Strategies of "Four Histories" Education for College Students in the New Era.This chapter applies systematic thinking to the real problems,and focuses on the systematic promotion of the "Four Histories" education,improving the relevance of education,perfecting the team construction and creating the environment,etc.,and proposes the basic strategies to improve the existing "Four Histories" education.Firstly,the education of "Four Histories" should be promoted systematically,and the integration of "Four Histories" education for college students should be implemented through unified leadership and institutional mechanism construction.Secondly,by analysing the characteristics and learning conditions of university students,the focus of the four histories education should be identified,and the content of the education should be focused,so as to enhance the pertinence of the four histories education.Once again,the education of "Four Histories" should grasp the key factor of educators,fully equipped with a strong team of educators,set up a separate teaching team and improve the professional knowledge of educators,so as to make them more competent in the education of "Four Histories".Finally,"Four Histories" education should also be multi-dimensional,with continuous construction in terms of integrating resources to enrich the form of education and teaching,innovating activities to create a learning atmosphere on campus,and broadening channels to improve the learning platform.