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近两年来，随着社会办学力量的兴起，职业中专学校出现了前所未有的“生存危机”。与此同时，中学生“厌学”现象日趋严重，特别是临近毕业的高年级学生，迟到旷课、不做作业、考试舞弊及违纪违法的事件也日趋增多。 本人从事中学生管理工作多年，对当前中学生的特点和思想状况以及如何在当前形势下做好学生的思想政治教育工作，为祖国培养高素质的建设者，谈点肤浅的意见和看法。一、当前中学生的特点和思想状况（－）中学生素质低下，入学不要分数线，不需要政审，也不需要档案，可以直接注册入学，这就导致了中学校学生素质参差不齐，有的甚至劣迹斑斑，给学生管理工作和教学工作带来了极大的困难。（二）中生年龄小，识别能力弱，绝大部分是独生子女，自我保护意识差，这些学生很容易受他人的影响。（三）学生管理经费少，组织学生活动少，寓教于乐的氛围欠缺。（四）厌学情绪比较普遍。其表现是：1．频繁逃课，有的因文化基础差，对所学的课程听不懂，缺乏学习兴趣。2．课堂杂乱无序，有的班级有三分之一的学生在课堂上睡觉，有的班级有三分之一的学生在课堂上不听课或消极地听课。3．抄作业成风，教师在批改作业时经常会发现一个班的学生作业只有四五个“版本”，有些学生对抄作业、考试不及格等不以为耻，反以为荣；或不以为然，泰然处之。（五）国家责任意识淡薄。在多元化经济、市场竞争的驱动下，功利意识明显的社会现实在学生思想中留下的痕迹，一方面成为推动他们不断学习、进步的原因之一，另一方面也自觉不自觉地使他们淡忘了国家意识、集体意识。（六）所学专业不满意。学生及家长对中学生的就业方向和社会对人才的需求不甚了解，对新开设的专业不感兴趣。（七）判断、处事在矛盾中徘徊。由于中学生多数处在未成人阶段，鉴别能力差，在思考问题、处理事情、选择正误方面，思想不稳定，往往在矛盾中徘徊。（八）部分学生日常生活的自理能力很差。（九）早恋现象屡禁不止。学生中的早恋问题已成为学生工作的一个难点。由于生理的早熟和传媒的影响，学生早恋有越来越低龄化的倾向。通过对以上中学生的思想状况及特点的调查分析，使我深刻地认识到只有重视学生的思想教育工作，重视学生的管理，学校才能发展壮大学生的思想教育工作必须引起学校各级领导的高度重视。要搞好学生管理，需要学校党政工团齐抓共管，进行综合治理。二、加强学生思想教育工作的几点建议为了加强中专学校学生的思想教育工作，为祖国培养高素质的建设者，我们要做到“一、二、三、四、五、六”，即树立一个目标、把握两个重点、规范三种职责、发挥四个作用、明确五项任务、解决六大问题。（－）树立一个目标即：努力实践三个代表，把学生培养成德智体全面发展的具有综合能力的高素质的劳动者和专门人才。（二）把握两个重点1．以新生为重点进行思想与志向、团结与守纪、学习与生存等方面的教育。2．以毕业生教育为重点，针对毕业生在实习、就业等方面存在的问题，开展思想教育活动，提高毕业生的质量。（三）规范三种职责1．要进一步明确学生科德育工作职责，发挥学生科在培养学生骨干及组织发展等问题上的作用。2．要进一步明确学生科对毕业生的教育管理职责。3．要进一步明确学生科的学生管理职责，要认真加强管理，有些需要齐抓共管，学生科不能越俎代庖，管理要程序化。学生教育与管理工作是学校重要的基础工作，要挑选思想品德好、政治觉悟高、责任心强、热爱学生、会做思想政治工作、具有奉献精神、思维敏捷、知识丰富的同志担任学生教育与管理的重任。（四）发挥四个作用1．要充分发挥全校教职工为人师表、率先垂范的有人作用，特别是任课教师在课堂上的育人作用。2．要进一步发挥学生科管理人员的关键作用。要经常深入到学生中去，充分了解学生，要善于发现深层次的问题，实行对教室、学生宿舍巡查制度，按照“三不放过”即：学生出现或发生事故时，没有查清原因不放过；当事人没有受到教育不放过；没有制定防范措施不放过的原则妥善处理好学生中的问题。3．要进一步发挥班主任在班级管理和学生教育中的核心作用，这是对学生进行思想教育和管理的重点。要对班主任制定客观、公正、科学、易操作的定量考核办法，加大考核力度，使考核结果与班主任津贴、评先、评聘技术职务等结合起来，进一步增强班主任的工作责任心，促使其在班主任岗位上尽心尽责，勤奋工作。4．要进一步发挥学生干部的突出作用。学生干部天天与广大同学生活在一起，他们在了解学生和发现问题、及时制止突发事件、避免事态扩大等方面起着不可替代的作用。（五）明确教育管理学生的五项任务1．做好全体学生的思想政治教育和形势教育，培养学生树立正确的人生观、世界观。2．牢固树立为所有学生服务的思想，以“三个一切”即我们在管理教育学生中要把“一切为了学生，为了一切学生，为了学生一切”作为工作目标。认真学习贯彻中学生学籍管理条例，对学生实行规范化制度化管理。4．认真抓好新生和低年级学生的教育管理，配备高素质能力强的班主任，从新生一进校就严格教育耐心培养。5．加强对学生宿舍的管理。会管员每天要对学生滞留宿舍情况、晚归、未归进行登记，每周要汇总报学生科。学生科及时通报给班主任，并采取相应的措施。（六）着重解决六大问题对于厌学问题、帮派问题、打架群殴问题、泡吧问题、早恋问题、偷盗问题等要进行综合治理。当然，做学生的思想教育工作是很难的，有些问题需要反复抓，抓反复的。其中解决厌学问题是重点和难点。建议：1．重视素质教育，加强课程体系和中学教材的改革与调整，以能力为本位，做到因材施教，努力调动学生的学习兴趣和参与的热情。2．在学生管理中应把有人放在首位，采取积极可行的激励机制，努力开创良好的学习氛围，积极开展丰富多彩的校园文化活动，开办第二课堂创建文明健康的校园文化，用“阵地战”的形式同目前存在的一些不良现象“争夺”学生的兴趣和注意力，培养学生的进取意识、竞争意识。3．充分发挥德育工作的作用，努力培养学生积极进取的健康人格。所谓“人格的力量是无穷的”，积极进取的健康人格的精神力量，是我们克服厌学这个“顽症”所需要的重要力量之一。总之，加强学生的思想政治教育是中等职业学校的一件大事，如何充分发挥德育工作的作用，加强中学生思想政治教育，采取有针对性的措施，使学生树立正确的人生观、世界观，把学生培养成高素质的劳动者，是非常重要的，必须引起学校各级领导和全校教职工的高度重视。
2015北大核心最新期刊目录已出，可以到那个原上草论文查询的，你联系编辑帮你查询就行了。上面有思想政治这些关键词选项的。
SSN: 2789-5521(print)《教育研究前沿进展》（英文刊名：Journal of Educational Research Progress, JERP）为双清学术出版社(Shuangqing Academic Publishing House)出版的一本学术期刊，接收主要是和教育、教学（理论、方法等）等相关的文章，本刊对文章形式不限，无论是实证、综述等均可。本期刊征稿范围包括：教育理论前沿、教材教法、教学经验、教育案例、教学设计、教学管理、考试评价、大学论教育、中学教育、小学教育、幼教教育、教育经济等相关研究等。期刊现面向教育学者，在读研究生，各界教育工作者，老师，专家学者，还有博导，硕导等教育导师，课程研究者，课题研究者，教育科研学者等征稿。对于本刊认为有学术价值的文章，期刊会提供多轮修改机会，直到修改为可发表程度。支持在线投稿和邮箱投稿。百度搜索： 《教育研究前沿进展》中英文双版本期刊征稿了，就可以看到投稿方式
思想政治教育导刊、思想政治教育研究、马克思主义研究、人大复印资料
2015北大核心最新期刊目录已出，可以到那个原上草论文查询的，你联系编辑帮你查询就行了。上面有思想政治这些关键词选项的。
思想理论教育导刊 也是权威啊，cssci！
《陕西教育（思政版）》 湖北社会科学（思政） 学校党建与思想教育 都是正规学术期刊
思想政治教育专业导论的正文。。。有的
邓大圈，你好： 思想政治教育环境作为思想政治教育学的重要范畴是必要的也是必须的,这一点在学界已经达成相当的共识。从是否有必要或者必须形成思想政治教育情境范畴予以理论研究和实践重视出发,在对环境和情境词义溯源的基础上,厘定思想政治教育环境的内涵,挖掘思想政治教育情境的内在意蕴,对是否需要形成思想政治教育情境范畴的研究起基石性的铺垫作用。 有必要从心下几个方面着手。1，思想政治教育环境的特点与界定与分类。2，思想政治教育情境的特点与界定与分类。3，前者和后者在道德教育中分别的作用。4，当代学生的思想价值观念的变化趋势。5，根据这个趋势以及综合评估两者的实现思想政治教育的有效性论证。6，论述思想政治教育的思维方式的转变和发展方向。7，结语
写作思路：根据导师的要求定好题目，再根据题目拟大纲，但是要先给导师看一下是否可行。论文选题推荐：1、在素质教育中如何加强未成年人的思想道德教育。2、思想政治课如何理论联系实际。3、分层递进教学在政治课教学中的运用。4、初中思想政治教法浅谈。5、如何加强中小学心理健康教育。6、浅谈初中思想品德教育对青少年成长的影响。7、浅谈思想政治活动课教学中学生创新能力的培养。8、对山区未成年人思想道德建设的思考。9、中学思想政治教学改革的探索。10、谈谈小学思想政治教学中的创新。11、浅谈农村如何加强思想道德教育。12、校园文化建设与学校政治思想工作。13、强化德育功能，推进素质教育。14、浅谈小学生良好思想道德的培养。15、德育工作在班级管理中的作用。16、论对中学生进行思想品德教育的途径与方法。17、改进政治思想教育，塑造学生优良人格。18、初中思想政治课堂教学探究性学习研究。19、中学生思想及思想政治教育的调查与研究。20、小学品德与生活课应注意培养学生的道德情感。
国外不用“思想政治教育”这个称谓的，多数以国民教育，精神教育代之。所以外文文献直接查“网络思想政治教育”是查不到的。国外的经验你看以参看《当代国外思想政治教育比较》一书。
找了两篇文章供你参考Morality in EducationMore than ever, opportunities should be afforded to families that wish to bring their children up with a moral education in accordance with their A system of choice allows parents to choose schools that inject moral or religious themes into their children’s Further Reading:“Faith Part of the Problem or Part of the Solution?” by Marvin Olasky “Can Public Schools Teach Character?” by D Perry Glanzer “Leading Children Beyond Good & Evil” by D James Davison Hunter An Education for a Good Life by Clark Durant FEATURED ARTICLE:“The Myth of a Value-Free Education”by D Ronald NashAmericans love By "myth," I do not mean the old-fashioned myths that my generation read in grade Many Americans would find reading at that fifth-grade level too difficult these What I mean by "myth" is what older generations used to call a One of the more influential myths presently affecting the American family is the myth of a value-free A value-free education is described as one in which students are supposed to be free from any coerced exposure to the values of One way the defenders of value-free education frame their argument is this: they argue that because America ceased to be a homogeneous society a long time ago, the watchword today must be In the new setting of today, they insist, we can no longer stress the values and beliefs of some, while ignoring the values of And so, they say, we’ll avoid all the problems inherent in this situation by simply agreeing to ignore all This specious argument deceives Americans into thinking this is the only way to achieve fairness in our College students today are surrounded by an allegedly academic setting in which the things they find most obvious are confusion, conflicting claims and the absence of any fixed points of America’s colleges have become centers of intellectual As David Gress explains, "Instead of being havens of independent thought, universities have become channels of indoctrination…confirming the prejudices of those who control the agenda of public " Ralph Bennett is surely right when he warns that "behind its ivy-colored camouflage, American higher education is a fraud—untrue to its students, untrue to " The inadequacies of contemporary education are not exclusively matters of the Traditional religious and moral values are under assault at every level of public and higher Our educational system is engaged in a systematic undermining of these Our educational crisis is to some extent a closing of the American mind, as Allan Bloom examined in his best selling book of that But it is also something more profound, a closing of the American No real progress towards improving American education can occur until all of us realize that an education that ignores moral and religious beliefs cannot qualify as a quality Recently, no less a person than Mikhail Gorbachev admitted that the major reason his nation is in such trouble is because his people are ignorant of moral and spiritual The development of the intellect and of moral character are intimately Just as there is an order in nature (the laws of science), in reason (the laws of logic), and in the realm of numbers, so too is there a moral One thing we need to do is recover the belief that there is a transcendent, unchanging moral order, and restore it once more to a central place in the educational Throughout history, important thinkers have contended that there is a higher order of permanent things (like moral norms), that human happiness is dependent on living our lives in accordance with this transcendent order, and that peace and order within human society require respect for this The most important task of education is to continually remind students of the existence and importance of this transcendent order as well as of its If teachers are doing their job properly, they serve as an essential link in the chain of Without this link, the chain cannot Teachers are the conservers of culture; they are also its At least, that’s the role that teachers used to Modern education in America has largely separated virtue and The Sophists of our age have severed the link between reason and virtue, between the mind and the heart; there is objective truth out there, which it is our duty to pursue and But there is also an objective moral order out there, as well as in An adequate education dare not ignore either the mind or the Just as we dare not divorce education from matters of the heart, so too we must not separate education from Like any important human activity, education has an inescapable religious Religious faith is not just one isolated compartment of a person’s life—a compartment that we can take or leave as we Religious faith is rather a dimension of life that colors, affects and influences everything we do and Human beings are incurably religious, as John Calvin once Paul Tillich was right when he defined religion as a matter of "ultimate " Every person has something that concerns him ultimately and whatever that may be, the ultimate concern will have an enormous influence on everything else the person does or Since every human being has something about which he is ultimately concerned, it follows that every human being has a G No human being can possibly be neutral when it comes to When an individual encounters people who claim that education should be free of any religious content, he should recognize that this is not a religiously neutral Rather it is an assertion that reflects the religious commitments of the person making There is a sense in which education is an activity that is religious at its Any effort to remove religion from education is merely the substitution of one set of ultimate religious commitments for It is absurd then to think that a choice between the sacred and secular in education is Whatever the state and the courts do regarding education will only establish one person’s set of ultimate (religious) concerns at the expense of someone else’ Nothing will remedy the problems of American education more quickly and more effectively than the introduction of greater freedom and choice in We should seek a permanent end to the situation that allows the state to determine where children must attend school, if that child is to receive a free public American families should have complete freedom to send their children to any school they wish, without the added financial burden of paying private school One way to realize this objective is through educational Following the institution of a voucher system, public monies for education would not pass directly to Rather, that money would be given first to the families of school-age children in the form of Parents would then use those vouchers to pay for their children’s education at a school of their own Perhaps the major reason why public schools are so bad is because they have no competition; they are immune to market- Consequently, public schools have no incentive to offer a better product at a lower A pro-choice movement in education would give public schools serious competition for the first time in more than a (Notice the implication here: many Americans are unaware of the fact that for generations, America’s public schools did not enjoy a monopoly with regard to public financial ) It is not enough that we simply increase choice among public The governmental monopoly over publicly funded education is a large part of our It is imperative that educational choice be expanded to include the option of attending without financial penalty, without the burden of double taxation, any school that any family wishes, including church-operated private The best and quickest way to improve the quality of education is to allow families to choose their school and let the competition of the market determine which schools prosper and which schools In the process, families will be able to select schools, not only on the basis of academic quality, but also with a view to the moral and spiritual values fostered by the D Ronald Nash is Professor of Theology and Philosophy at Reformed Theological Seminary Exchange Quarterly Spring 2004 Volume 8, Issue 1Moral Values for Public EducationDaniel C Elliott, ED Azusa Pacific UniversityABSTRACTThe continuing degeneration of personal virtue among the world's societies seems to be emerging as the single-most urgent issue of our Until recent years, public schools had long since deferred from their original roles in morality and character education, though many outside of the school systems continued political pressure to move schools either toward or away from a values-oriented This author analyses this history and poses questions and ideas about the appropriate teaching of the difference between right and wrong in American The continuing degeneration of personal virtue among the world's societies seems to be emerging as the single-most urgent issue of our The 1970’s brought a revisitation of ‘values” but under a personalistic approach called “Values C” Values were to be presented in a neutral way to students who were to clarify and select their There were no incorrect choices, except those for which the individual failed to formulate a supporting The 1980’s and 90’s saw a rapidly intensifying pluralistic view of American When the question of values came up, people asked, “Whose values should we teach?” Many in North American society believe in a core set of virtues found most commonly in a Christian worldview or a Judeo-Christian philosophy, even many who would not characterize themselves as particularly “” Yet the personalistic approach to identification of “virtue“ failed to bring about a more moral society but has, instead, resulted in moral Public schools had long since deferred from their original roles in morality and character education and even many churches or religious organizations were not picking up the slack (Meade, 1990A Major Study on the Morals and Ethics of ChildrenIn March 1990, Robert Coles, a child psychiatrist and Harvard professor, one who called himself “a member of the liberal intellectual left”, was quoted as wistfully recalling “the good old days when religion was taught in the schools” (Meade, 1990) Coles sensed a void--something missing from American homes and schools-- missing for Coles directed a major research The missing element was, they concluded, a strong, unarguable notion of right and wrong, good and Coles’ findings revealed a nation of children who have a complicated belief system that usually runs counter to traditional “There was an unmistakable erosion of children’s faith in, and support for, traditional sources of ” More than parents, teachers or authoritative officials, children turned to peers for guidance on matters of right and Coles described conversations with many kids whose consciences he said were “not all that ” (Meade, 1990)The New Character EducationA new ground swell is observed forming in the 1990’s seeking to restore ethics, morality, and virtue to a central focus in public More than 30 educational leaders from state school boards, teachers' unions, universities, ethics centers, youth organizations, and religious groups met in 1992 at the Josephson Institute of E They formulated eight principles for character education— The Aspen Declaration on Character E (Lickona, 1993) In March of 1993, a national coalition for character development formed with representatives from business, government, and education, as well as They began to formulate an agenda for reinstituting morality in public school curriculum and (Haynes 1994)Four Reasons for Character EducationYoung people increasingly hurt themselves and others because they lack awareness of moral Effective character education improves student behavior, makes schools more civil communities, and leads to improved academic Many students come to school with little moral teaching from their parents, communities or religious We know today that the inclusion of character development emphases within the curriculum of our schools will do the Add Meaning to Education Moral questions are among the great questions facing the individual person and the human There is no such thing as a value-free Schools teach values every day by design or Sustain and Strengthen our Culture Transmitting moral values to the next generation has always been one of the more important functions of a Democracies have a special need for moral education, because democracy is government of and by the people Model Civility There is broad based and growing support for character education in the Common ground exists on core moral values although there may be significant disagreement on the applicationof some of these values to certain controversial issues (Nyland and MacDonald, 1997) The Boyer Institute has been actively promoting research that reveals North American core values (or “common virtu,” also referred to as “common ” Honesty, responsibility, self-discipline, giving, compassion, perseverance, and loving are virtue terms most often However, in application, “honesty” can be applied differently according to other elements of the actor’s worldview or Compassion and/or responsibility might look different among the sub-groups citing these Build True CharacterThus, a person of true character, according to experts, is trustworthy, treats all people with respect, acts responsibly, maintains self-control, is fair and just, is caring, pursues excellence, and is an all around desirable A State Education Code Basis for Teaching Fundamental Moral ValuesThough often humorously critiqued as a state that is less than ‘virtuous’ in its social ethic, nevertheless, California, as a state, has raised the bar for public schools and virtue-based curriculum for several Ever since the 1970s the California legislature has aggressively addressed the question of values and virtue in the curriculum, though this often went unnoticed or unheralded by the media or even the schools Currently, California E Code 44806 tells us that it is the duty of teachers to “impress upon the minds of pupils the principles of morality, truth, justice, patriotism, and a true comprehension of rights, duties, and dignity of American ” The code further directs us to teach students to avoid idleness, profanity, and falsehood, and to instruct them in the manners and morals and the principles of a free Each teacher shall endeavor to impress upon the minds of the pupils the principles of morality, truth, justice, patriotism, a true comprehension of the rights, duties and dignity of American citizenship, including: kindness toward domestic pets and the humane treatment of living In Moral and Civic Education and Teaching About Religion, the Board directs school personnel to teach students about: morality, including respect for differences and the significance of religion; truth; open discussion; justice; patriotism; self-esteem; integrity; empathy, including the “golden rule” (The Christian Bible, Matthew 7:12); exemplary conduct; moral interaction and ethical reflection; and the capacity to recognize values, including respect for the family, property, reliability, and for MoralityThe California Board of Education says, “School personnel must foster in students an understanding of the moral values that form the foundation of American ” California teachers must teach students that citizens in a free society respect the worth and dignity of others, as well as their freedom of Religion is to be presented and viewed as primary source for the presence of basic moral While no individual religious system may be prescribed, school faculty must help students recognize the sources of morality in history, law, and experience and must help students appreciate the significant contributions of religion, including the sacredness of human life and belief in freedom of Morality is defined as “responsibility for personal decisions and conduct and the obligation to demonstrate concern about the well-being of others, along with showing respect for living creatures and the physical ” TruthCalifornia teachers are required to help students understand truth and the necessity for truth in a free and democratic Telling and expecting to be told the truth is an essential element among free and democratic Imagine a word study on the concept of truth, drawn from the Bible and other texts, obtaining definitions of truth JusticeJustice is defined as “fairness in dealing with others, and is considered a hallmark of American ” The California Board of Education said that “one owes to oneself and to others the obligation to engage in a constant effort to see that justice is ” PatriotismJesus, quoted in Matthew 22:21, (The Christian Bible) instructs people to give to the government that which it was due (give to Caesar that which is Caesar') and to reflect similar obedience in relationship to G Loyalty to one’s government is taught throughout Judeo Christian thought and scriptures, being only excepted by loyalty to G In the case of our nation, we pledge to it as “one nation under God” Such a concept bears full discussion in our classrooms, though such discussions must be sensitive and appropriate for the age and maturation levels of the students Self-esteemThe California Board of Education says that “Self-esteem and esteem for others are based on the intrinsic worth and dignity of individuals, not on academic ability or physical Jesus said that we must love others as we love ourselves (Matthew 19:19 ff), that normal human beings do esteem themselves, love themselves, provide for their own basic needs by It is with God’s permission that we do This discussion is authorized in California IntegrityThe California Board of Education tells us “School personnel should encourage students to live and speak with integrity; that is, to be To foster integrity is to help build character, to assist students to be honest with themselves, to promote a wholeness unimpaired by self-deceit, and to encourage the development of reliability in relations with ” In view of recent questions about the integrity among business and government leaders, may would suggest that there is a curriculum related rationale for teachers