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Advances in Philosophy 哲学进展, 2023, 12(2), 317-322 Published Online February 2023 in Hans. https:///journal/acpp https:///10.12677/acpp.2023.122056基于马克思主义哲学视角的有神论分析罗章松青海民族大学马克思主义学院，青海 西宁收稿日期：2023年1月6日；录用日期：2023年1月26日；发布日期：2023年2月7日摘要 马克思主义无神论是认识和改造世界的科学理论和思想武器，用马克思主义的基本观点和方法来分析有神论，从唯物主义的视角看待非唯物主义，有利于进一步推进马克思主义的传播，推进马克思主义的大众化，从而让人们树立正确的世界观和价值观。
从马克思主义哲学出发，站在物质与意识的辩证关系及社会存在与社会意识的辩证关系的角度对有神论进行分析，从认识论上阐明有神论的现实根源，从而对有神论进行反驳，对巩固马克思主义主流意识形态阵地、发展社会主义先进文化、加强无神论宣传教育等方面都具有重要的现实意义。
关键词无神论，有神论，物质，意识Analysis of Theism from a Marxist PerspectiveZhangsong LuoSchool of Marxism, Qinghai Nationalities University, Xining Qinghai Received: Jan. 6th , 2023; accepted: Jan. 26th , 2023; published: Feb. 7th , 2023AbstractMarxist atheism is a scientific theory and ideological weapon for understanding and transforming the world. Analyzing theism with the basic viewpoints and methods of Marxism and viewing non- materialism from the perspective of materialism is conducive to furthering the spread of Marxism and the popularization of Marxism, so that people can establish correct worldviews and values. Analyzing theism from the perspective of the dialectical relationship between matter and con-sciousness and the dialectical relationship between social existence and social consciousness from the perspective of Marxist philosophy, clarifying the realistic roots of theism from the epistemo-罗章松logical point of view, and thus refuting theism, is of great practical significance in consolidating the mainstream ideological position of Marxism, developing advanced socialist culture, and streng-thening atheistic propaganda and education.KeywordsAtheism, Theism, Matter, Consciousness Array Copyright © 2023 by author(s) and Hans Publishers Inc.This work is licensed under the Creative Commons Attribution International License (CC BY 4.0)./licenses/by/4.0/1. 引言无神论是伴随着有神论而产生，并在同有神论的斗争中不断发展壮大而来的[1]。
西方马克思主义经典选读教学大纲课程编码：111025课程名称：马克思主义哲学经典选读英文名称：Selected Works of Western Marxist Philosophy开课学期：第5学期学时/学分：32学时，2学分课程类型：专业课、选修课开课专业：哲学选用教材：无主要参考书：1、张亮等：《西方马克思主义哲学原著选读》，北京师范大学出版社，2010 年版。
2、卢卡奇：《历史与阶级意识》，商务印书馆，2004年版。
3、衣俊卿、周凡编《新马克思主义评论（第1辑）：卢卡奇专辑•超越物化的狂欢》，中央编译出版社，2012年版。
4、葛兰西：《狱中札记》，中国社会科学出版社，2000年版。
5、霍克海默、阿多诺：《启蒙辩证法》，上海人民出版社，2003年版。
6、阿多诺：《否认的辩证法》，重庆出版社，1993年版。
7、哈贝马斯：《重建历史唯物主义（修订版）》，社会科学文献出版社，2013 年版。
8、罗尔夫・魏格豪斯：《法兰克福学派：历史、理论及政治影响》，上海人民出版社，2010年版。
9、阿尔都塞：《保卫马克思》，商务印书馆，2006年版。
10、张一兵主编：《资本主义理解史》，江苏人民出版社，2009年版。
课程简介：本门课程为哲学专业的选修课，在第5学期开设，共32学时，2学分。
本课程的主要内容包括《历史与阶级意识》选读、《狱中札记》选读、《启蒙辩证法》选读、《否认的辩证法》选读、《重建历史唯物主义》选读、《保卫马克思》选读等。
本课程的主要目的是使学生通过精读西方马克思主义的原著，使学生对于西方马克思主义哲学的主要思想有深入的了解，训练学生的哲学阅读和理解能力, 培养学生的理论思维能力。
本课程的主要任务是阅读西方马克思主义经典著作, 要求学生研读原著，并能够通过参与课堂讨论、撰写论文等方式，灵活运用所学知识，提高自己的哲学专业修养能力。
Description on Selected Works of Western Marxist Philosophy ASelected Works of Western Marxist Philosophy A is the optional course for philosophy program. It opens in the fifth semester (32credit hours, 2credits). The main content of this course include selected readings of "History and Class Consciousness''f ''Prison Notebooks'\ "Dialectic of Enlightenment'17"Negative Dialectic", "Reconstruction of the Historical materialism "f "For Marx" and so on. The course requires students to participate in class discussions, writing papers. The main purpose of this course is to enable students to improve the ability of reading and understanding; to master the basic ideas in the history of western Marxist philosophy; to cultivate the ability to analyze and solve philosophical problems.一、课程性质、目的与任务本门课程为哲学专业的选修课。
《实践论》与《矛盾论》的内在关联及时代价值一、本文概述Overview of this article《实践论》与《矛盾论》是毛泽东哲学思想的两篇重要代表作，它们不仅在中国革命的历史进程中发挥了重要的指导作用，而且对于我们今天理解马克思主义哲学、深化对中国特色社会主义道路的认识，仍具有深远的时代价值。
这两篇著作都深刻揭示了实践与认识、矛盾与事物发展的内在关系，为我们提供了认识世界和改造世界的强大思想武器。
"On Practice" and "On Contradiction" are two important representative works of Mao Zedong's philosophical thought. They not only played an important guiding role in the historical process of the Chinese revolution, but also have profound historical value for our understanding of Marxist philosophy and deepening our understanding of the path of socialism with Chinese characteristics today. Both of these works profoundly reveal the inherent relationship between practice and understanding, contradictions and the development of things,providing us with powerful ideological weapons for understanding and transforming the world.《实践论》着重论述了实践与认识的辩证关系，强调了实践是认识的来源、动力和目的，是检验认识真理性的唯一标准。
马克思世界历史理论的特性与世界历史理论基本问题马克思主义世界历史理论在当代发展的一个重要逻辑环节一、本文概述Overview of this article本文旨在深入探讨马克思世界历史理论的特性及其基本问题，并分析马克思主义世界历史理论在当代发展的重要逻辑环节。
马克思的世界历史理论是其思想体系的重要组成部分，它揭示了人类历史发展的普遍规律和内在逻辑。
通过剖析这一理论的特性，我们可以更好地理解马克思主义关于世界历史的基本观点和方法论。
This article aims to delve into the characteristics and basic issues of Marx's theory of world history, and analyze the important logical links in the contemporary development of Marxist theory of world history. Marx's theory of world history is an important component of his ideological system, which reveals the universal laws and internal logic of human historical development. By analyzing the characteristics of this theory, we can better understand the basic views andmethodology of Marxism on world history.本文将首先概述马克思世界历史理论的核心内容，包括其对世界历史进程的总体看法、对历史发展动力的分析以及对未来社会的展望。
随后，文章将深入探讨这一理论的基本问题，如世界历史的形成机制、民族国家的历史地位与作用、以及资本主义世界体系的历史命运等。
摘要随着新一轮课程改革的开始，教师又将面临新的任务与挑战。
作为新一代教师的我们应当直面时代赋予我们的任务，顺应时代发展的要求，以学生的发展为基本目标，培养学生的历史核心素养，在教学过程中激发学生的学习兴趣，提升学生的自我学习与管理能力。
初中历史教学大致以时间为学习线索，教师教学设计重点大多围绕课时教学，单元教学设计以一定的学习主题为线索，依据各课时知识特点，综合运用各种教学策略，以全面提升学生能力为目标。
从学生全面发展的角度来说，单元教学更利于培养学生的整体性思维，促进全面发展；从教师角度来说，单元教学设计更有利于提升教师的整体素养。
全文共分为四个部分，第一部分介绍了题目的选择缘由，简单阐述了研究现状与研究方法；第二部分内容为单元教学设计的概述，从概念分析、理论来源、重要作用与设计原则四个角度展开；第三部分简要说明单元教学设计的一般流程，并具体展示单元教学设计的案例，通过具体的教学实践调查单元教学设计的教学效果；最后一部分结合教学理论对案例设计过程中发现的一些问题进行简要探讨，针对问题总结出单元教学设计的策略。
文章结合将理论依据与笔者实践经历相结合，从单元教学设计的理论出发,以人教版八年级上册第三单元的单元教学设计为依托，初步探讨了单元教学设计的基本思路，单元教学设计在新课改背景下，为教师教学提供了新的研究与实践方向。
关键词：单元教学设计，初中历史，主题，核心素养IABSTRACTWith the beginning of a new round of curriculum reform, teachers will face new tasks and challenges.As a new generation of teachers, we should face the tasks entrusted to us by the times and conform to the requirements of the development of the times.Taking students' development as the basic goal, inspiring students' interest in learning during the teaching process, cultivating students' historical core literacy and improving students' self-learning ability.The history teaching of junior high school is generally based on time as a learning clue, and most of the teachers' teaching design focuses on class teaching，but the unit teaching design takes a certain learning theme as a clue, based on the knowledge characteristics of each class, and comprehensively applies various teaching strategies to achieve the goal of comprehensively improving students' ability.From the perspective of students' all-round development, unit teaching is more conducive to cultivating students' overall thinking and promoting all-round development；From the perspective of teachers, unit teaching design is more conducive to improving the overall quality of teachers.This paper is divided into four parts. The first part introduces the reason for selecting the topic, and briefly describes the research status and research methods. The secondIIpart is the overview of unit teaching design, from the concept analysis, theoretical sources, important role and design principles of four perspectives；The third part briefly describes the general process of unit teaching design, and specifically shows the case of unit teaching design, through the specific teaching practice survey unit teaching design teaching effect；The last part combines the teaching theory to briefly discuss some problems found in the case design process, and summarizes the strategy of unit teaching design for the problem.The article combines the theoretical basis with the author's practical experience,based on the theory of unit teaching design, based on the unit teaching design of the third unit of the eighth grade of the People's Education Edition, the basic ideas of unit teaching design are preliminarily discussed. Under the background of new curriculum reform, unit teaching design provides new research and practice direction for teachers' teaching.Key Words:Unit teaching design，Junior high school history, theme, core literacyIII目录摘要 (I)ABSTRACT ........................................................................................................................................... I I 绪论........................................................................................................................................... - 1 -一选题缘由与意义 (1)二研究现状 (1)三研究思路与方法 (5)第一章历史单元教学设计的概述................................................................................................ - 7 -第一节单元教学设计的概念分析 (7)第二节单元教学设计的理论来源 (9)第二节单元教学设计的重要作用 (12)第二章初中历史单元教学设计的实践过程 ............................................................................... - 16 -第一节初中历史单元教学设计的一般过程 (16)第二节案例展示—以《资产阶级民主革命与中华民国的建立》为例 (25)第三节初中历史单元教学设计教学效果调查 (44)第三章初中历史单元教学设计的问题与策略 ............................................................................. - 47 -第一节初中历史单元教学设计存在的问题探讨 (47)第三节初中历史单元教学设计的设计策略 (50)结束语......................................................................................................................................... - 54 -参考文献........................................................................................................................................... - 55 -致谢....................................................................................................................................... - 57 -1初中历史单元教学设计研究-以人教版八年级上册第三单元为例绪论一选题缘由与意义（一）选题缘由选题的原因来自于新课程改革的要求与笔者自身的实际。
关于唯物史观与历史唯物主义的概念辨析一、本文概述Overview of this article唯物史观与历史唯物主义是哲学领域中的两个重要概念，它们在理解和解释人类社会发展过程中起着至关重要的作用。
虽然这两个概念在字面上相似，但它们在实际的含义和应用上却存在一些微妙的差异。
本文旨在辨析唯物史观与历史唯物主义的概念，以更准确地理解和应用这两个理论工具。
Materialism and historical materialism are two important concepts in the field of philosophy, playing a crucial role in understanding and explaining the development process of human society. Although these two concepts are similar literally, there are some subtle differences in their actual meanings and applications. This article aims to distinguish the concepts of materialist historical view and historical materialism, in order to more accurately understand and apply these two theoretical tools.我们将对唯物史观进行详细的阐述，探讨其核心观点和方法论。
接着，我们将讨论历史唯物主义，并与唯物史观进行对比，揭示它们之间的异同。
在辨析过程中，我们将关注这两个概念在理论起源、核心思想、应用领域等方面的差异，并尝试澄清一些常见的误解。
We will provide a detailed exposition of the materialist view of history, exploring its core viewpoints and methodology. Next, we will discuss historical materialism and compare it with the materialist view of history to reveal their similarities and differences. In the process of differentiation, we will focus on the differences between these two concepts in terms of theoretical origin, core ideas, application fields, etc., and attempt to clarify some common misunderstandings.通过本文的辨析，我们希望能够更清晰地认识唯物史观与历史唯物主义，并在实际研究和应用中准确运用这两个概念。
思想政治教育学科介绍范文英文The subject of ideological and political education is an important part of the overall education system, aimed at cultivating students' correct world outlook, outlook onlife, and values, as well as enhancing their comprehensive quality and ability to adapt to society. This subject helps students establish a correct world outlook, outlook on life, and values, and guides them to consciously use Marxist standpoints, viewpoints, and methods to understand and deal with the world. It also helps them to establish a correct view of the country, nation, and society, and actively participate in social practice.The course content of ideological and politicaleducation includes the basic principles of Marxism, the history and theory of socialism, the basic theory of socialism with Chinese characteristics, the situation and policies of the party and country, the party's line, principles, and policies, the basic knowledge of law, and social morality. The purpose is to help students establisha correct world outlook, outlook on life, and values, and guide them to consciously use Marxist standpoints,viewpoints, and methods to understand and deal with the world.The teaching methods of ideological and political education include classroom teaching, group discussions, case analysis, and social practice. Classroom teaching is the main form of teaching, and at the same time, group discussions, case analysis, and social practice are also important parts of ideological and political education. Through these teaching methods, students can not only understand the theoretical knowledge, but also learn to apply it to practice.In addition, the evaluation of ideological and political education should focus on both the theoretical knowledgeand the practical ability of students. The evaluation methods include written examinations, essays, presentations, and social practice reports. The purpose of evaluation isto comprehensively test and evaluate the students' masteryof theoretical knowledge and the ability to apply it to practice.In summary, ideological and political education is an important subject in the education system, which plays acrucial role in cultivating students' correct world outlook, outlook on life, and values, and enhancing their comprehensive quality and ability to adapt to society.思想政治教育学科是整个教育体系中的重要组成部分，旨在培养学生正确的世界观、人生观、价值观，提高他们的综合素质和社会适应能力。
Analysis of the basic ideas of Marxistphilosophy in junior high penetration of ideological and moral lesson[Abstract] improve the ideological and political course of junior high school teaching requires teachers to establish a correct outlook on education, science students view, the right teaching methods, and appropriate to the basic ideas of Marxist philosophy in junior high school in the infiltration of ideological and moral lesson, students help to improve thinking, understanding, deepen and extend students’thinking is conducive to learning to correctly handle them, live and grow in all kinds of trouble and confusion encountered, identify problems, solve problems, improve practical ability.[Keywords:] the basic ideas of Marxist philosophy and teaching methodology Moral penetration Philosophy of students is a basic theory of Marxism education courses, as with other political class is not simply theoretical education classes, more important is the ideological education classes. Clarifying the principlesof Marxist philosophy is to improve the basis of political consciousness of students, improve the political consciousness of students is the ultimate goal of clarifying the theory, philosophy of teaching purposes. how in junior high school <<moral character>> classes in the Teaching of Principles of Marxist Philosophy, so that students feel this course fun, practicality is responsibility, so empty alone in teaching the theory of preaching, not with the current social practice, not actually impossible to achieve with the students the purpose of teaching and must be combined with the specific teaching content, reasonable, appropriate follow-up ideas education, to train the students in both ability and integrity, for the high school level delivery of qualified personnel.Under the new curriculum reform, the spirit and requirements, junior Moral development of students for the purpose should be to foster an innovative spirit and practical ability to focus, and fundamentally improve the ideological and moral quality and human qualities, while philosophy is the doctrine on the world view , it’s each of us live, learn and work have important guidingsignificance. so junior high school students to understand some of the philosophy and methods help them to correctly handle the learning, experiencing life and growing all kinds of trouble and confusion, identify problems to solve problems and improve the ability in practice.I believe that, in the ideological and moral teaching in junior high school, into a conscious philosophy, would achieve better results, for example, in the junior middle school students to ‘exercise a strong will to actively deal with setbacks,’ the teaching, it can make to students’ frustration is a good thing or a bad ‘thinking questions. Most students would answer without hesitation:’bad. ‘First, students should be sure to answer, that the frustration itself is not a good thing, it can be said that a bad thing, however, was able to overcome setbacks, the achievements of a Fan cause, such as China’s Ming Dynasty physician Li Shi Zhen three times to participate in examinations, have failed, but Li has not depressed, he determined to study medicine, and finally wrote the immortal works of Medicine<<Compendium of Materia Medica>> Another example is the Swedish development of explosives chemist Nobel repeated failures, or even lost their loved ones, but he determined to continue their efforts, finally succeeded, after which your students to think: How should we treat the right setbacks? through discussion, analysis, students experience to have a negative effect of frustration, but as long as we correctly treat setbacks to human catalytic role by force, a clear role, can have an important impact on people. There are as many people are growing up in frustration of this time, timely summary of Enlightenment, in fact, many of the world are the same things and setbacks have two sides, ‘a blessing in disguise, bad thing’, we must learn to ‘one divides into two’, comprehensive look at the issue, we must see the negative downside, but also to see the positive side benefit. to overcome the negative factors, take full advantage of the positive side, the good side of things to transform so that the use of materialist dialectics of conflicting views, so that students know how to cultivate a strong will and indomitable perseverance of the importance of the student played a strong incentive.Criminal law and legal knowledge education is the second year of two important concepts of both the existing differences, there are links. Law is a crime on the premise that crime is the inevitable result of illegal development, both in essence, there is no unbridgeable gap They are essentially a danger to society illegal. A person who violated discipline and law often do things, do not repent, continues, it could lead to crime. there is such a case: Wang childhood often fighting, vandalism, also truancy to the Internet or play games online game rooms, no pocket money to students stole or extorted money and small students, criticized by the teacher still did not correct because he did not consider themselves crime, made a small mistake right later, because stealing a neighbor’s property was sent to labor camp labor camp public security organs. But detention came back, still do not change bad habits, once taking part in a robbery gang were arrested by the People’s Court, was sentenced to three years in the analysis of Wang to guide students’discipline - law - criminal, ‘the process, consciously into the philosophy of ‘quantitative and qualitative change’principle is pointed out that a lot of discipline is illegal precondition and preparation (quantitative, law is the discipline of the inevitable result of (a qualitative change, illegal then do not repent and continue to steal, that is, to do the amount of accumulation (of new quantitative, over time will inevitably lead to the abyss of crime (again, a qualitative change. After careful analysis, to enable students to know and understand the law and crime contact, know there is no ‘small mistakes continue, make big mistakes,’only ‘small mistakes continue, will commit a big mistake,’the truth, so we usually have to be strict with themselves as a preventive measure, ‘small and whom not to be evil, do good deeds small and not as ‘to prevent crimes from happening.In another example, the dialectical relationship between internal and external works in the ninth grade, there are many textbooks reflect. ‘Reform and opening up to enhance China’s comprehensive national strength’that reform is an important driving force of development of socialist society and opening up theinevitable. Teaching, one can introduce the third plenary session of China’s reform and opening up has made great achievements and to enable students to gain an intuitive understanding of the emotional, the other hand, things change and development is the combined effect of internal and external result, things are generally linked interspersed among other ideas. that the internal development of things, and it is the source of the development of things, the conditions for the development of things external, internal and external causes in the process of development of things exist, are indispensable, and we In looking at things, analyze and solve problems, to not only see the internal and external factors they see, insist on a combination of internal and external point of view so that students know that reform is the development of socialist society, the internal dynamics (internal, while the opening is external conditions (external factors, to guide students on the importance of reform and opening up the need for rational thinking, we know how to engage in such a large socialist country modernization, we must adhere to an independent, self-reliance principle, and on this basis, continue todeepen reform but not blindly exclusive independent in self-reliance based on the stick to opening up, enhance international exchanges and cooperation, is smooth modernization of China’s important condition is that we must adhere to long-term basic national policy.In summary, in junior high school into the ideological and moral teaching philosophy is not only necessary but also feasible. But in the actual teaching, we must fully consider the knowledge base of students, age characteristics, understanding the characteristics and ability to understand, in plain simple language, vivid and interesting examples to stimulate students interest in teaching practice that, in teaching to the following aspects help to obtain the desired benefits.First, look for opportunities, penetrate a timely manner. During the junior high school moral teaching, we should seriously study the materials, mining materials philosophy implied in helping students understand and master the basics of the process, a conscious to guide students to analyze , reveals the relevant philosophy, sothat further awareness and understanding of students from special to general rise in the specific knowledge of general principles, understand the basic ideas of philosophy and principle for us to understand and transform the world of practical significance, in order to stimulate students desire for knowledge, enhance the learning initiative.Second, grasp the scale, the appropriate infiltration. Junior high school, after all, is not Moral Philosophy class, we just want students to have a basic knowledge of philosophical understanding, so long as the content and materials seized are closely related to the basic principles of philosophy, with the popular language and appropriate way to be introduced to enable students in contrast to the basis of some perception, and thus training the students thinking, intellectual growth of students, make students more flexible, more intelligent, to enhance students analyze and solve problems To prevent students from talking about the actual principles of philosophy deeply and thoroughly publicize the practice, to avoid increasing the burden on students, less than theintended purpose.Third, the progressive infiltration. Junior high ideological and moral teaching materials, especially the ninth-grade course content implies a lot of philosophy, such as the common contact point of view, conflict analysis methods, quantitative qualitative theory, the dialectical relationship between internal and external principle, factual ideas, etc. into our philosophy on the one hand, the other frequently used to inspire and guide students to understand the philosophy and principles have been learning new content, to learn new things in regular use, to deepen the understanding of philosophy, so that students understand the philosophy is not abstract empty theory.Fourth, the clever election materials, natural infiltration. Reference stories, fables, famous celebrities, etc., to enable students to comprehend the truth, so help to understand the important philosophy. To make students understand the meaning and practical importance to students ‘every one’ of the fable, so thatstudents from the South to appreciate the fate Guo pretend to understand the embarrassment and harm to fraud, we both know how to do anything to be everything from the practical and realistic, must not be divorced from reality. ‘city door fire, adverse impacts ‘of the story is so students of things are common contact point with the further understanding in the description of the practice and understanding of the relationship and practice important role, citing Western proverb’Practice is the knowledge of the mother, knowledge is life of the lighthouse, ‘and in ancient China Lu,’paper come Zhongjue know this practice is essential, ‘the poem, while in the analysis, the relationship between external and internal factors are the root causes of development and changes of things, the appreciation with students Pu encourage each joint: ‘Where there is is a way, most drastic, is the final hundred and Qin Guan Chu, painstakingly days live, Revival, 3000 Miss Vietnam A can swallow.’In short, ideological and moral teaching in junior high into the teaching of philosophy is due to growing needs and demands of students carried out in teaching,we want to depending on the object, use appropriate and effective manner, flexible approach, into without indoctrination, natural and not far-fetched, it is not pretentious, results-oriented and not a mere formality, and ultimately achieve ‘sneaked into the night wind, silent’ effect. http://www . .com。
