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International Journal of New Developments in Education, 2022, 4(7); doi: 10.25236/IJNDE.2022.040707.

Research on the Internalization Mechanism of College Students' Socialist Core Values in the New Era Based on the Perspective of Identity Theory

Author(s)

Peng Daichao

Corresponding Author:
Peng Daichao
Affiliation(s)

School of Information, Southwest Petroleum University, Nanchong, China

Abstract

With the continuous development of higher education, the ranks of college students continue to expand, their social responsibilities are gradually increasing, and their social influence is becoming more obvious. It is particularly urgent and necessary to strengthen the education of college students’ recognition of socialist core values in the new era. As the key target for the cultivation of socialist core values, college students are responsible for the realization of the 14th Five-Year Plan and the realization of the great goal of reviving the Chinese dream. Strengthening the education of college students' recognition of socialist core values is particularly important in college education and teaching, and must be placed in a prominent position. The thesis is based on Kenneth-Burke identity theory, combined with the cultivation of core values of college students in the new era, and analyzes the connotation, problems, reasons and mechanism construction of socialist core value identity, and explores the core values of socialism for college students in the new era Identify the path of research.

Keywords

college students; socialist core values; identity theory; mechanism construction

Cite This Paper

Peng Daichao. Research on the Internalization Mechanism of College Students' Socialist Core Values in the New Era Based on the Perspective of Identity Theory. International Journal of New Developments in Education (2022) Vol. 4, Issue 7: 39-45. https://doi.org/10.25236/IJNDE.2022.040707.

References

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[3] Sun Lina, Wei Longfei. On the specific application of "practice training method" in moral education[J].Journal of Jiamusi Institute of Education, 2012(09):30+38.