An Empirical Research On "three-entering" Work Of The Scientific Outlook On Development

The Scientific Outlook on Development is the latest theoretical achievements in the process of adapting Maxim to the conditions in China, and it also inherits and develops the important thought of development which is proposed by the three generations of collective leadership of the Communist Party of China. Besides, the Scientific Outlook on Development is an important strategic thought which shall be upheld and implemented in developing socialism with Chinese characteristics. On October 4th,2009, the Department of Social Sciences under the Ministry of Education issued Decree No.7, which requires to further deepen the“Three-entering”(to enter textbooks systematically, enter the classroom vividly, and enter the mind firmly) work of the Scientific Outlook on Development. And how to instruct the teaching in ideological and political education classes in institutions of higher learning as well as integrating the Scientific Outlook on Development to those classes is a vital task for the moral education workers in colleges and universities. The research on how the teaching of The Introduction to Mao Zedong Thoughts and The Introduction of Socialism with Chinese Characteristics(follows as introduction classes on moral education for short ) thoroughly implementing the“Three-entering”education work has great theoretical and practical meaning in improving the moral quality of university students, enhancing students’emotional, theoretical and political identity to the Scientific Outlook on Development and training qualified workers and reliable successors for the career of building socialism with Chinese characteristics.This thesis intends to study the“Three-entering”education work in the introduction classes in three parts. The first part will decide the teaching contents in the classes which introduce the“Three-entering”of the Scientific Outlook on Development according to the analysis of questionnaires on this subject; the second part proceeds from the“double subjects”(the teacher and student), to discuss effective teaching methods for these classes; the third part tests the effectiveness of the“Three-entering”education work through the angle of emotional, theoretical and political identity. All in all, this essay will sum up helpful experiences of teaching the“Three-entering”in classes, find problems and shortcomings as well as find effective solutions, hoping that this study will do a little help for the teaching of“Three-entering”in moral education classes.