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论元宇宙场域下思想政治教育的话语范式建构

Discourse Paradigm Construction of Ideological and Political Education in the Domain of Metaverse
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摘要 元宇宙作为虚实交互的人类生存新场域,催生出新的社会关系与交往方式。伴随场域转换,思想政治教育话语范式的内涵发生一系列嬗变,具体表现为:话语主体地位由“自上而下”转向“去中心化”;话语环境由封闭局限迈向开放包容;话语形式由单一枯燥转向多元灵活;话语风格由严肃宏大走向朴素亲和。在此动态演进过程中,潜藏着价值偏离、方向迷失、情感缺席、信仰缺位等风险危机。对此,需坚持以马克思主义人本立场的思想政治教育叙事;强化阵地意识,驻“场”举旗定向;明晰情感向度,创新话语内容;重建共同信仰,破除思想迷障。最终,在破立并举中推动思想政治教育话语范式的创新建构。 The new domain of human existence,where the real and the imaginary interact in the metaverse,has fostered new social relations and modes of interaction.The discourse paradigm of ideological and political education has undergone a series of transmutations in connotation after domain transformation,such as the status of the discourse subject shifting from“top-down”to“de-centred”,the discourse space moving from closed limitations to open inclusiveness;the discourse form transforming from tedious monotone to diversified and flexible forms;and the discourse style changing from serious and grandiose to simple and friendly style.In this dynamic process,there appear crises such as deviated value,direction missing,emotion gap and faith loss.Therefore,it is necessary to adhere to the ideological and political education narrative of Marxist humanistic standpoint;strengthen the awareness of standpoint,hold the orientation flag in the“field”of media;intensify the emotional tie,innovate the discourse content;rebuild the common faith,break through the ideological barriers;and lead the innovative construction of the ideological and political education discourse paradigm by breaking up the old and establishing new discourse at the same time.
作者 卢萧 孙彤 LU Xiao;SUN Tong(School of Environment and Architecture,University of Shanghai for Science and Technology,Shanghai 200093,China;School of Marxism,University of Shanghai for Science and Technology,Shanghai 200093,China)
出处 《上海理工大学学报(社会科学版)》 2025年第4期392-398,共7页 Journal of University of Shanghai for Science and Technology(Social Sciences Edition)
关键词 元宇宙 思想政治教育 话语范式 metaverse ideological and political education discourse paradigms
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