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首页 学生为什么要给希特勒翻案(Why students should give Hitler&#46…

学生为什么要给希特勒翻案(Why students should give Hitler.).doc

学生为什么要给希特勒翻案(Why students shoul…

牵狼逛街的羊专家
2018-03-02 0人阅读 举报 0 0 暂无简介

简介:本文档为《学生为什么要给希特勒翻案(Why students should give Hitler.)doc》,可适用于社会民生领域

学生为什么要给希特勒翻案(WhystudentsshouldgiveHitler)学生为什么要给希特勒翻案(WhystudentsshouldgiveHitler)WhyshouldstudentsgiveHitlerconvictionZhangHailinHitlerisuniversallyacknowledgedasatypicalhistoricalvillain,butasfarasIknow,manymiddleschoolstudentsworshipHitlerasanidolThisphenomenonissurprisingTherefore,inthehistoryofWorldWarIIintheteaching,theauthorcarefullypreparedahistoricalevaluationaboutHitlerinthedebate,inorderto"bringorderoutofchaos"Atthemeeting,themajorityofthestudentsrighteouslydenouncingHitlerinthehistoryofthenumerouscrimescommitted,butalsohaveafewclassmatesinsistedtodefendHitlerTheseexcusesreflectpartofthemiddleschoolstudentsofhistory,worldoutlookandoutlookonlifeofthinking,althoughtheabsurd,buthavegreatconfusion,ifnottotalk,veryeasytocausethecirculationoffalsereportsForconvenienceweunderstandthispartofthestudents'thoughts,thereasontheyexcerptsareasfollows,Hitlerispatriotic,andhiseverythingisfortheGermannationSomestudentsbelievethatHitlerdevotedhiswholelifetoGermany,whichisakindofpatrioticexpression,andpatriotismisanemotionadvocatedbyallthecountriesintheworldsofarSoHitler'sactionsshouldnotbecondemnedSuchaviewiswrongintheabsenceofacorrectdistinctionbetweentruepatriotismandnarrowpatriotismTruepatriotismreferstotheloveandloyaltyofpeopletotheirmotherlandHecaresabouttheinterestsanddestinyofthecountryandthewholenation,andisalwaysreadytosacrificehimselfforthefundamentalinterestsofthemotherlandNarrowpatriotismfeatureis"outsider,itsheartwillbedifferent,somusttheexclusionofothernationalinterests,orevenbyanymeansNarrowpatriotismiscastasidebycivilizedsocietyAsRussellsaid,"patriotismisthelastlineofdefenseforrogues"Hugooncesaid,"narrowpatriotismisthebiggestcancer""Hitler'spatriotismmayboildowntothiscategoryMoreover,fromtheresultofHitler'spatrioticbehavior,itisnotconducivetothefundamentalinterestsoftheGermannationHitlerwillbetheGermannationtiedinthesecondworldwarchariots,andheletitgocrazy,eventuallytheGermanarmysufferedheavylosses,onlymillionthousandcasualties,directeconomiclossesof$billionAfterWorldWarII,inadditiontothenewNazis,anymindedGermansdidnotregardHitlerasapatriotichero,whichisaclearexample,Hitler'stheoryofraceconformstotheobjectivelawofhumansocialdevelopmentSomestudentsthinkthatthedevelopmenthistoryofhumansocietyisahistoryofthelawofthejungle,thesurvivalofthefittestisthestruggleagainstracialdiscriminationlawDuetotherelativeshortageofsocialresources,theJewsandotherethnicgroupsoccupiedthelimitedlivingspaceoftheGermanpeopleTherefore,itisunderstandablethatHitlerorganizedtheGermanpeopletolaunchwarstokillJewsandotherethnicgroupsThisviewofthedefectsinDarwin'stheoryofevolutionhistoryofthevulgarization,isolatedonesidedviewofhumansocietyIndeed,progressinhistoryhasamoralcharacterIntheearlydaysofthedevelopmentofhumansociety,bloodywarsandkillingswereamongthetribes,amongnations,andbetweennations,andhistorywashardonthebasisofthebloodButbecauseoftheexcessivebloodoftheancestorsintheprogressofhistory,humanbeingshavebecomeincreasinglyawareoftheimportanceofcivilizationtomankindThedevelopmentofhumancivilizationtotwentiethCenturyhasalreadyrealizedthatitiswrongforhumanbeingstokilleachother,andpeacefulcoexistenceisacommonchoiceInordertoavoidwar,mankindproducedtheideaofmoderninternationallawinseventeenthCentury,andinSeptember,theInternationalCourtofjusticewassetupinHolland,HagueIftheabovetheoryiscorrect,thenhumansocietywillreturntothelevelofanimalworld,andwhataboutitscivilizationandthedifferencebetweenmanandanimal,humannatureisselfishTherefore,HitlerforpersonalconquestandconquestoftheworldishumaneFirstofall,animportantprincipletoevaluatehistoricalcharactersistoseetheeffectoftheirwordsanddeeds,nottheirmotivesHitler'swarcausedEuropeanrivers,shihengbianye,onlytheJewskilledmorethan,theworldeconomicrecessionformanyyearsItsassessmentshouldnaturallybenegativeSecondly,theMarxdoctrinethathumannatureistointegratevarioussocialrelations,notgoodinnature,northeevilInaddition,fromtheethicalpointofview,canbedividedintoselfishselfishselfishandrationalselfishRationalselfishnessisbeneficialtoindividualsaswellastosocietyTherefore,the"UniversalDeclarationofhumanrights"stipulatesthatanyoneshallnotberequiredtoselfincrimination,oureducationeconomicstextbooksstudentsthepurposeofbusinessistomaximizeprofits,wecansolemnlypointedouttheindividualpursuitofappropriatepersonaldevelopmentisjustifiedButattheexpenseoftheselfishbehaviorhasalwaysbeenthepeoplesufferedcriticismandblameHitler'sbehaviorobviouslybelongstothelattercategory,justiceisasubjectivethingSomestudentsbelievethatthewinnerisking,Istheloser,ifHitlerconqueredtheworld,then,wewillfollowHitler's"justice"standard,wewillpraisehimandnotsoblindlycondemnhimJusticereferstothebehaviorthatconformstocertainpoliticalandmoralstandardsandhasthecharacteristicsofthetimesForexample,theancientChinesekingslayerthateveryonehastherighttopunish,thisistheancientwesternjusticethattheslavemasterstolethingswouldbeputtodeath,thisisjusticeNowtheevaluationofthesetwoactsistheopposite,andthereforethestandardofjusticeischangingButthisdoesnotmeanthatjusticeisapurelysubjectivethingJusticeisanobjectiveexistence,nottransferredbyhumanwillInacertainsocietyortime,thestandardofjusticeisalwayscertainDuringtheSecondWorldWar,theworld,nomattertheWesternpowersorsemicolonial,whethercapitalistorsocialistcountries,areunanimousincondemningthefascistaggression,whichreflectsthepeoplecallforjustice,"justice"isnoteveryonecanusethetoolAnd,whydidn'tHitlerconquerthewholeworldThisispreciselybecauseherepresentsevilratherthanjusticeJusticedefeatevil,thisistheobjectivelawofthedevelopmentofhumansocietycannotbealteredHitlerisstrongerandwilleventuallybesweptintothegarbageheapofhistory,thewarisaninevitablephenomenonofhumansociety,sothesecondworldwarisinevitable,thewarlaunchedbyHitler,willalsobelaunchedbyEasthitlerHitlerisonlyatoolofhistoryandshouldnotbecondemnedIndeed,thedevelopmentofhumansocialproductiveforcesandthedevelopmentofhumancivilizationarefarfrombeingdevelopedtothedegreeofradicaleradicationofwar,andwarwillexistforalongtimeHowever,thisdoesnotwaitfortheexistenceofallisreasonableAIDSisnotonlyexist,butalsospreadintoday'ssocietyIsitreasonableShouldn'twetakemeasurestopreventandcontrolthisWhichpatientdoesnotwanttocureAIDSOfcourse,warisnotthesameasaidsWarisdividedbetweenjusticeandinjustice,butunfortunately,HitlerwagedanunjustwaragainsthiscountryMoreover,anyhistoricaleventisaconsciouschoiceofpeopleundercertainsocialandhistoricalconditions,andwarisnoexception,andthosewhowagewarofaggressionshouldbepunishedmostseverelybyhistory,aslongasthereiswar,theremustbecasualtiesSoHitlerwasnotresponsibleforthedeathofthesecondworldwarAsmentionedabove,warhasadivisionbetweenjusticeandinjusticeWhoeverwagedanunjustwarshouldbeartheblameforthelostsoulsinthewarInajustwar,thecasualtiesofsoldiersinbattlearenormal,butciviliansshouldnotbeslaughteredwithoutreasonThishaslongbeenrecognizedbymoderninternationallawButHitlerslaughteredmillionJewishciviliansSoHitler'scrimesareundeniableAfterthedebate,theauthormadeadeepreflection:whydothepureandgoodmiddleschoolstudentsdefendHitler'smurdererTheauthorbelievesthatstudentswhodefendHitlercanbebroadlydividedintothreecategoriesFirst,thesestudentsforparents,schoolsandsocietyetcpsychologicalconflictseriously,deliberatelyputforwardhispointofview,newinordertobedifferent,inordertoblockbuster,outoftheordinaryThesecondclass,thestudentsintheworshipofidols,Hitlereloquent,romantic,naturallybecomethemost"good"they'relookingforAiwujiwu,HitlereverythingisgoodThethirdcategory,thesestudentsaregoodquestions,throughtheirseriousthinking,thetraditionalevaluationofthesincerequestionThefirstcaseofgoodtreatment,afteraperiodofconflictwiththegeneralperspectivewilldisappearafterthetwocaserequireseducatorstomove,reason,tocarryouttargetededucationThestudent'squestionisinfactamatterofeducationThisdebateactuallyrevealstwoproblemsthatareprevalentinChina'shistoryeducationFirst,thelackofhumanisticeducationleadstostudents'lackofreverenceforhumanlifeandduerespectforhumancivilizationManystudentsbelievethataslongasthehumansocietycan"progress",howmanypeoplearekilleddoesnotmatterAsweallknow,socialprogressisnottheultimategoal,talentistheultimategoalTheaimofhumanendeavoristomakehimselfandhisfellowmenbetteroffIfallprogressisattheexpenseofthelossoflife,whowillenjoythefruitsofprogressIftheworldweretotakethisview,howcouldhundredsofmillionsofsoulslostinthesecondworldwarsrestPeoplefromtheearlyyearsofthesavageafterthousandsofyearsofhardwork,aftercountlessbloodlessons,finallyawareofthewarshouldbecondemned,shouldcherishpeace,justiceandtruthareindispensable,butthestudentssimplydeniedOfcourse,studentsareinnocentWeshouldlookforreasonsineducationOvertheyears,oureducation(SocialEducationandschooleducation)hasalwayslackedhumanlife,especiallytherespectthatindividuallifeshouldhaveRememberthehighpraiseandexaggerationofthemartyrswhosacrificedforapieceofwoodIndividuallifeisnotasgoodasapieceofwoodinacollectiveHumanlifeisworthit!Thisconsciousness(subconscious)Evenintoday'shistorytextbooksOpenthehistorytextbook,thewordinrowisfullofpeople'sblood,nowondersomestudentsjokedtextbooksinadditiontowarisarevolution,buttherevolutioniswar"Revolution,counterrevolution,norevolution"RevolutionaryiskilledincounterrevolutionaryThecounterrevolutionariesarekilledintherevolutionKilledorkilledasacounterrevolutionaryorcounterrevolutionarykilledorkilledinrevolutionorcounterrevolutionaryLeatherleatherrevolution,revolution,revolution,leather"(LuXun"essay")describethehistorytextbookperhapstooharsh,butitisnotfornoreasonHowtosolvethisproblemIthinkwemuststrengthenhumanisticeducationFirstofall,thesystemandcontentofhistorytextbooksmustpermeatetheideaofhumanisticeducationWarandrevolutioninthehistoryofwarandrevolutionisessentialisoftenthelocomotiveofsocialprogress,thelackofwarandrevolutionhistoryisnotclearbutthecontentofteachingmaterialsmustincreasetheamountofculturalhistoryandideologicalhistory,customsandeconomichistoryOnlyinthiswaycanmakethestudentsamorecomprehensiveunderstandingofhistory,tocultivatestudents'sentiment,canletthestudentinstarkcontrasttotheprogressofhumanhumanblood,aprofoundunderstandingoftherelationshipbetweenthetwo,socherishthebloodofhumanandhumanprogressSecondly,weshouldstrengthentheteachers'consciousnessofhumanisticeducationIhavereceivedagoodeducationforteachersofhumanismintheteachingtime,cultivatestudents'humanisticspirit,andpayattentiontothecorrespondingteachingmethodsForexample,whenitcomestothehistoryofwarandrevolution,donotindulgeintheartofwarandrevolution,butshouldremindthestudentsoftheprofoundmeaningbehindtheArabianumeralPsychologicalresearchandteachingpracticehaveshownthatstudentsareverystrongplasticityAslongasteachersareconsciousofimplementinghumanisticeducation,studentswillnotbeindifferenttoitAfterthedebate,IorganizedthestudentstowatchHitler'sHolocaustmovie"massacre"Watchthetime,althoughtheyallknowstudentsinperfectsilence,thefascistsmassacredtheJewsbutinfact,thevisualimageofthedocumentary,theirmindiscruelfactsdeeplyshocked,somanypeoplechangedtheirchildishideaSecond,lackofworldconsciousnesseducationThesocalled"worldconsciousness"referstotheconsciousnessofstandingintheworld'sheight,understandingtheworldhistoryandthecurrentinternationalsociety,payingcloseattentiontothecommondestinyofmankind,analyzingtheroleandpositionofthecountry,andrecognizingitsownresponsibilitiesandobligationsInthedebate,somestudentsthinkthat,intheJapaneseinvasionofChinaonthisissue,IstronglyopposeJapan'sbrutalaggressionbutfortheGermanFascistmassacreoftheJews,IalwaysfeelthattherationalityofHitler'stheoryofraceOneoftheimportantreasonswhystudentshavethiswrongviewisthattheylacktheawarenessofthecommonfateofmankindTheythinkHitler'sslaughterofJewsamongthetwoethnicgrievances,noneofmybusiness,hangup,theycando,talkwitheloquenceThisideaiswrongInfact,fascismnotonlyhatesJews,itismorehostiletomankindandhumancivilization,anditisagreatthreattotheentirehumanraceatthattimeInthewordsofHemingway,whotollsforwhomthebelltollsNotforacountry,butforthewholeworld!Becauseofthis,Churchill,whohadalwayshatedcommunismandclaimedthathewouldneverchangehismind,wouldjoinforceswiththesocialistSovietUniontodealwithHitlerAftertheterroristattacksontheworldtradecenter,manystudentsinChinahaveexpressedtheirgloating,whichisnotacauseforconcernHowcansuchagenerationmeettoday'saccessiontotheWTOandinternationalstandardsTherefore,theauthorbelievesthatitisnecessarytostrengthentheeducationoftheworldconsciousnessofthestudentsIntheteachingofhistory,intheevaluationofworldhistoryfiguresandevents,educationstudentsmuststandinthecorrectevaluationpositionandmasterthescientificevaluationprinciplesandmethodsAmongthem,thecorrectpositionistheprerequisiteandkeyTheevaluationofworldhistoryhasitsparticularity,thatis,itmuststandinthepositionofhumansocialprogress,notinwhichcountry,nationalityorpersonAsmentionedabove,manyofthestudents'evaluationsseemplausible,butinfactabsurd,mainlybecauseoftheirspeciousviews,wefindthattheyareonHitler'spointofviewIfwestandinthepositionoftheprogressofhumansociety,itiseasytocometoanoveralldenialofHitlerandhisfascismInconclusion,thisdebatewillreflectsomeoftheshortcomingsofourcurrenthistoryeducationTomeettheneedsofthedevelopmentofmodernsociety,talenttraining,middleschoolhistoryteachingmusttakethenecessaryresponsibility,strengthenthestudentshumanisticeducation,thedevelopmentofhumancivilizationinthehistoryofworldeducation,awarenesseducation,andcultivatestudents'abilitytoevaluatethehistoryofthingscorrectlyOneOneItisnecessaryforteacherstolearnalittlereadingtheoryinordertoleadstudents'readingtotherighttrackFromtheperspectiveofhermeneutics,therearetwodifferentreadingtheorieswhichcanenlightenteachingItisnecessaryforteacherstolearnalittlereadingtheoryinordertoleadstudents'readingtotherighttrackFromtheperspectiveofhermeneutics,therearetwodifferentreadingtheorieswhichcanenlightenteachingWewanttobreakthefixedpatternofteachersteachingintheteaching,grasptheemotionalliteracyconcept,notnegatetheliteracyteachingmethodinthepast,theessenceoftraditionalteachingisveryvaluable,buttooureducators,intheprocessofteaching,thestudents'learningemotion,attitude,valuesplacedinfirst,studentsfocusontheprocessandmethodsofliteracy,payattentiontostudents'learningemotionisaconsciousbehaviorthroughthewholeprocessofourteaching,soastoopeninheritedsuccessfulliteracyteachingachievements,innovativewordmanagementliteracyteachingform,layagoodfoundationforthelifelongdevelopmentofstudents

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学生为什么要给希特勒翻案(Why students should give Hitler.)

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