What is the significance of national defense and military education?

In the practice of national defense education in colleges and universities, the summary of experience and reflection on lessons can broaden horizons, enlighten thinking, provide reference basis and external activities for proposing new reform and innovation ideas, and make the reform of national defense education more effective. The results are widely shared, and at the same time it can expand the influence of national defense education in colleges and universities, which is conducive to publicizing and promoting the reform ideas of national defense education and producing greater social benefits. Theoretical research on national defense education in colleges and universities should become a matter of concern to the whole society. It is necessary to deeply understand the significance of national defense education in colleges and universities, focus on the future, and be based on the present. In order to cultivate innovative talents who are oriented to society, the future, and modernization, it is necessary to carry out necessary theoretical research. In particular, teachers engaged in the practice of national defense education in colleges and universities must summarize their past teaching work and think about new situations and new problems, so as to promote their deduction, induction, and reasoning on the basis of practice, so as to theorize and become the basis of school national defense. The guiding ideology of education is to reduce the blindness of teaching work and shorten the cycle of quality transformation of teaching reform. Combining theory and practice to build a platform for leapfrog, promote the virtuous cycle and development of national defense education in colleges and universities, and make due contributions to the improvement of the national defense capabilities of the Chinese nation.

(1) Top-level design to form a clear theoretical system between "whole and module"

When the school designs the national defense education curriculum, first of all, it theoretically analyzes the requirements of the national defense education curriculum. There is a clear overall structure, and national defense education courses cannot be reduced to military training, military training for the sake of military training. The theoretical system of national defense education courses can be divided into four modules for differentiated design as a whole, namely, two basic modules of military theory and military skills, and two development modules of consolidation and development and deepening and expansion.

In the past teaching of national defense education courses, we have accumulated a lot of experience in military theory and military skills. This part of the content is mainly about timely adjustments to adapt to new situations, and it is about consolidating and cultivating Deepening and expanding the two development modules are two important aspects that are often ignored by schools. The consolidation and development module is to integrate the results of previous military theory and military skills learning into all aspects of students' learning and life. Schools can provide guidance through various means. For example, they can apply some rules and regulations in military course learning to school management work to urge students to strengthen their learning and development; they can also conduct simple reviews of the learning content of military courses on a regular basis, etc. etc., so that students can realize the necessity of military course learning throughout the entire life stage of college students. The deepening and expansion module is an important means for students to improve their all-round quality. Through the training of military courses throughout college students' lives, students' initial military course learning can be deepened and expanded to improve their own all-round quality.

(2) Utilize resources and rely on external forces to jointly carry out theoretical innovation in military courses

In the theoretical innovation of college students’ national defense education courses, it is necessary to make full use of various resources and rely on The local army established a national defense education curriculum education base, and *** worked with the troops to improve the theory of national defense education courses in practice. The ultimate goal of national defense education courses is to comprehensively improve students' quality. With the increase in the number of only children and the improvement of living conditions, they generally lack the ability to live independently, have self-centered thoughts, and are not good at collective living. Since the overall atmosphere of college students is relatively loose and free, the effect of cultivating students' perseverance, self-care ability, collective sense, and team spirit through school is often not very obvious. Make full use of military resources and arrange for students to go to the military for military training. Not only can they learn basic military theoretical knowledge and basic military skills, but more importantly, they can taste how to live independently, how to integrate into the group, how to cooperate with others, and learn to understand, Respect and trust. Therefore, students take advantage of the resources of the army, rely on and actively create conditions to cooperate with the army to complete the teaching of military courses, and the army practices the overall design of the school's national defense education curriculum theory, which is an important way to improve the teaching effect of military courses.

(3) Reasonable layout and construction of a “one-two-three” theoretical innovation linkage mechanism

The previous national defense education curriculum theory and curriculum practice work was a kind of “student- With the linear layout of "school-training troops", the innovation of curriculum theory and the information on practical results are transmitted in one direction, which makes it easy for each link to be disconnected, affecting the overall effect. To complete the theoretical innovation of national defense education courses under the current environment, a reasonable layout should be made for students, schools, and training units. To sum up, it is the theoretical innovation intermodal transport mechanism of “one-two-three”.

"One" means that the next subject, that is, the subject of the national defense education curriculum is the student. The information they fed back during their studies is a summary of the best practices in national defense education curriculum theory. In teaching work, we must put students first, formulate and improve curriculum theory based on the actual situation of students, fully consider students' psychology, and choose teaching methods that adapt to the changing needs of the times. How to flexibly use online simulation teaching methods to teach, and try to use practical teaching and topic-based teaching methods to teach. Through these methods, it can not only mobilize students' enthusiasm for learning and practicing military courses, but also timely collect students' information on new teaching methods and accumulate experience for theoretical innovation in national defense education courses.

"Two" refers to the two main lines that form the two main lines of information between students and schools, and training units and schools, and provide information feedback to identify weak links in the theoretical system of national defense education courses. While schools complete information exchange and feedback with students in the main body of national defense education courses, they should also pay more attention to information exchange with the military in order to collect more comprehensive practical results.

"Three" refers to the three-dimensional relationship, that is, after confirming the main body and the main line, the three-dimensional relationship between the school-the troops-students is finally formed, completing a good structure for curriculum implementation and effect feedback. It is necessary to establish a more scientific and effective three-dimensional relationship, highlighting students as the main body, and at the same time, maintaining the smooth flow of information between various links, thereby establishing the best interaction model between theory and practice.

(4) People-oriented, achieving the harmonious development of theoretical innovation and reasonable practice

The main problem in the previous national defense education curriculum teaching is that the curriculum theory is out of touch with the actual situation, and the formulated curriculum The learning requirements do not match the students’ actual ability. For example, some study plans show a tendency to seek quick success and instant benefits, and want to "get it right in one step". As a result, students are tired of and afraid of learning, and even lead to some serious problems; some study plans are too loose, and after the study is completed, Students generally report that they “don’t know why” and do not meet the real teaching requirements at all. To avoid these two situations, schools need to take into account that university military courses have the characteristics of high requirements, strict management, and short time. When forming national defense education curriculum theory and formulating teaching plans, they should fully consider the knowledge structure and psychological characteristics of students, and combine Based on the experience in teaching military courses in the past, we have formulated a study plan that is not only acceptable to students, but also can achieve the goal of training and improving students' overall quality. Of course, during the practical teaching process of training, we must focus on cultivating students' innovative abilities, with students as the main body and teachers as the leader, and fully mobilize the enthusiasm of students and instructors for innovation. Only by enabling students and instructors to truly understand the importance of innovative practice, and introducing a reward competition mechanism to maximize the enthusiasm of students and instructors, so that they can become interested in the process of innovative practice and personally experience the endless fun of innovation, can we achieve success. Innovative practice is carried out in joy and harmony.

In short, in order to avoid the disconnect between theoretical innovation and practical development, we should also make timely adjustments to plans in response to various situations that arise, and use the scientific outlook on development to guide national defense education in colleges and universities. It is necessary to establish the concept of "people-oriented", carry out theoretical innovation and practice, all based on the needs of students' growth and the comprehensive development of students' quality, re-examine and plan the construction of the theoretical system of national defense education courses, so that national defense education can play an important role in cultivating qualified builders of socialism. and play an important role in establishing a reliable successor.