与思想政治教育有关的论文题目怎么写啊初中

与思想政治教育有关的论文题目怎么写啊初中

1）初中阶段应主要向学生进行社会主义基础道德、社会传统道德中的一些基本道德观念的灌输教育和道德规范的养成教育； （2）随着学生认知能力和理性思维能力的逐步发展，对进入高中阶段学习的学生应主要向他们进行社会经济道德、社会理想道德中的一些基本的道德品质、道德人格、道德情怀的理性教育。每一种事物都有它的联系性，从学段上区分道德教育的层次性也并非为绝对的和一成不变的，即使是同一学段中道德教育目标的选择，也应该因学生的道德水平、思想觉悟的差异而有不同层次的区分，要本着从实际出发的科学态度，对不同情况的学生进行不同层次和不同方法的教育，以达到道德教育的实效性。 2�道德灌输与榜样示范相结合的原则 各种优秀道德观念的内化都不具有自发性，道德能力和觉悟也不能游离于道德灌输之外，而是系统的、科学的外部灌输教育的结果。二者的关系是相辅相成的：外部灌输是自觉内化的前提，自觉内化是外部灌输的升华。通过外部灌输教育，将代表社会本位的优秀的道德观念内化为学生个体的道德信念，外显为规范的道德行为。作为思想政治教育工作者，决不能轻视或舍弃道德的灌输教育，要随时帮助中学生校正人生方向，避免偏离正确的人生道路，但这种灌输决不是指枯燥无味的、死搬教条的说教，而应该下大力气、花大功夫以丰富的内容、多种多样的形式向学生进行优秀道德知识的灌输教育。 换言之，与学生接触的同时，要多一些人情味，甚至以服务者的姿态出现在学生面前，晓之以理、动之以情，真正地帮助学生释疑解惑，积极回答其普遍关注的热点问题，这样使他们能够对老师产生一种特别亲切的感受，并在其潜移默化的影响下，使思想道德得到质的提高。同时，还应与榜样示范相结合，在中学生道德教育过程中，榜样的力量是无穷的，其生动活泼鲜明的形象能使学生受到激励和感染，因此具有较大的教育功能。教师既要向学生宣传中华民族优秀的志士仁人，也要为学生树立身边的榜样范例，如学校、班级中的先进模范、校园之星等；还可以在学生中开展例如卫生评比、设计评比、演讲会等一系列活动。将思想政治教育与学生的日常生活、学习紧密联系起来，使教育成为实实在在的行为，而不只是停留在口头上。 更为重要的是，教师在这个教育的过程中也应成为学生的楷模。实践证明：言传重于身教永远是一条颠扑不破的真理。教师不但自身应具有较高的道德理论修养和良好的道德品质，为学生营造出道德效应的优质氛围，使学生产生一种追求道德完善的驱动力，而且要为人师表，以自己的一言一行为学生做出表率，这样才能在学生中树立起威信，从而避免个别学生一听爱国主义、思想政治教育就排斥和厌恶的现象。 总之，将灌输教育与榜样示范有机地结合在一起，寓娱乐于教育之中，才能使教育者与受教育者之间产生“教育共振”，实现道德教育的目标。 3�道德规范养成与道德人格塑造相结合的原则 从一定意义上讲，教育学生履行道德义务，遵守各种道德规范，使一切优秀的伦理原则和道德观念外显为道德的规范行为，这是中学道德教育的最终目的。所以，必须十分注重道德规范的养成教育。学校和教师应有目的地利用和创造各种道德情境，分类组织和引导学生参加具体的道德实践活动，积累他们的道德经验，从而使学生在家庭、学校、社会生活中遵守各种具体的道德规范。 但是，目前的中学道德教育存在着一种只是简单地、表层地要求学生遵守道德规范，而不注重对学生进行人格塑造的教育的倾向，这是很危险的。我们知道，对中学生进行人格塑造的教育，有助于他们在道德生活中以主动者、创造者的道德身份出现，带着高度的责任感去审视、评判各种现象，带着参与的积极性去理解、追求、选择某种道德价值，从而使他们的道德品质和行为可由外在的道德戒律走向内在的道德自觉和外在的自律，才能使中学道德教育真正进入一个全新的高度和理想实效的境界。人格遵守道德规范体———学生生活的空间具有多维性，他们广泛接受各种复杂的道德信息，若不能帮助他们对其进行科学的、辩证的分析和选择，就会无形中关闭正确的思想政治教育的大门，而让资产阶级的人生哲学渗透其灵魂，导致发生不堪设想的后果。所以我们说：注重道德人格的塑造是当前思想政治教育的当务之急，决不能掉以轻心。 思想道德教育工作本身就是人的工作，而人本身应有自己的主观意愿，有驱动力，所以很难做，也很难见效。但是越是难做的工作，干好了、见效了，就越有意义。社会主义市场经济体制的建立，确实给学生思想道德教育工作带来了许多新问题和挑战，而同时也给我们带来了机遇。我们要牢牢把握时代脉搏，深入研究、探索在新的历史条件下的对策，把学校真正建成培养四化栋梁之才的沃土。

想一个切入点很小的题目，开题比较容易过关

采纳呀！！！！！！！！！采纳呀！！！！！！！！！教育的根本——思想政治，题目是简单点儿，不过应该比较大好写吧，开题报告我只有广告专业的，不过基本格式都是先写方向几条，再选一个主要论述思想政治教育专业毕业论文参考选题 在素质教育中如何加强未成年人的思想道德教育 思想政治课如何理论联系实际 幼儿德育教育探索 分层递进教学在政治课教学中的运用 初中思想政治教法浅谈 如何加强中小学心理健康教育 浅谈初中思想品德教育对青少年成长的影响 浅谈思想政治活动课教学中学生创新能力的培养 对山区未成年人思想道德建设的思考 略论班级的人性化管理 中学思想政治教学改革的探索 谈谈小学思想政治教学中的创新 浅谈农村如何加强思想道德教育 校园文化建设与学校政治思想工作 强化德育功能，推进素质教育 浅谈小学生良好思想道德的培养 德育工作在班级管理中的作用 论对中学生进行思想品德教育的途径与方法 改进政治思想教育，塑造学生优良人格 初中思想政治课堂教学探究性学习研究 中学生思想及思想政治教育的调查与研究 12 朱熹自我教育思想探析 儒家心性修养论及对当代德育的启示 社会主义市场经济条件下职业道德问题研究 试论商业个体劳动者职业道德建设 社会主义市场经济与职业道德建设 中国传统伦理思想精要与现代公关从业人员职业道德建构 论社会主义市场经济条件下的道德建设 东西方传统道德的近现代转型特色与启示 试论社会主义市场经济条件下的共同理想 敬业精神的价值及其培育—一对当代中国敬业精神的理性思考 社会主义初级阶段道德建设若干问题研究 论制度伦理与社会主义道德建设 试论我国当前社会转型中的信任缺失与信任重建 市场经济条件下我国的环境道德建设 计算机网络道德建设探索 关于网络时代青少年道德价值观变化的研究 转型期中国城市公民文化建设研究 论社会主义市场经济条件下集体主义的价值导向 网络道德：问题与出路 论义利观的重建与道德教育改革13 当前我国婚姻现状分析及其道德建设 道德规范的他律性向自律性转化的途径及价值评价 敬德与敬业精神建设研究 关于现阶段加强和改善公民道德建设的思考 城市社区居民道德建设实证研究 当代中国社会转型与道德教育模式的转变 论社会主义市场经济条件下道德价值导向 道德教育与人生自由简论 论现阶段我国公民意识的培养 论绿色文明及其教育 论市场经济领域内的道德建设——李嘉图经济伦理思想谈起 论道德信仰与重建 生活：道德教育的基础 社会主义市场经济条件下公务员道德建设研究 社会主义初级阶段道德建设问题研究 网络时代道德问题的分析与建设 中国社会转型期的思想道德教育 中国社会转型期的道德困境及和重塑 法制建设和道德建设在社会稳定与发展中的作用 丰盈人性：当代道德教育的应然追求 “以德治国”视野中的思想道德建设研究14 我国青少年道德教育的实效性研究 诚信——社会主义市场经济的道德灵魂 试论社会公正与以德化民 墨子道德教育思想及现代意义 论WTO框架下中国经济法的发展 我国竞争立法的现状与完善 论反不当竞争法的价值取向 论消费者权益保护的实现途径 我国消费者权益保护的立法现状与完善 论消费者权益的国家保护 婚姻的伦理本质 论婚姻家庭制度的立法价值取向 论第三者破坏他人婚姻家庭的民事责任 论我国婚姻法的伦理精神 家庭暴力问题研究 法定夫妻财产制的立法选择 对我国现行婚姻登记制度的评价 监护制度研究 对缺席判决离婚问题的研究 精神病人在离婚案件中的诉讼地位问题研究 论离婚损害赔偿法律制度 人口老龄化的立法思考15 论家庭暴力中的"冷暴力" 现代科技的发展与婚姻家庭制度 与婚姻关系有关的利害关系人的介定 论违反结婚形式要件的法律后果 论夫妻共同财产 论离婚损害赔偿 论夫妻忠实义务与隐私权冲突的法律协调 女权主义与婚姻家庭立法 婚姻仪式的价值研究 夫妻间的相互债权债务关系问题研究 论人大在民主政治中的地位 正确行使公民的自由与权利 试论我国的行政监督体系 试论行政强制措施 试论我国国家赔偿法的特色 试论我国的行政立法体制 依法治国与以德治国 市场经济与法制建设 判例与中国法制建设 市场经济与法制观念 论辩护律师的诉讼地位与职能 论民法中的推定制度16 试论中国对国际法的贡献 论国际经济法制及其发展方向 市场经济体制下民法观念的更新 论我国司法制度的改革与完善*********************************************************************************************楼上，我的回答还好吧！！！我的答案来自：********************************************************************************************************望采纳！！！！O(∩_∩)O谢谢！！！！

思想政治教育有关的论文题目怎么写啊

可以的啊，，，给你就行，，，，

中职生思想政治教育现状研究未就业中职毕业生思想政治教育研究我国思想政治教育现状与存在的问题思想政治教育的有效性与社会风险防范目前我国政府“社会维稳”中的思想政治教育功能缺失分析我国的思想政治教育应向西方基督教学习什么

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与思想政治教育有关的论文选题怎么写啊

平时在写论文的时候一定要注意一针见血，要在文章的开头表达出自己的中心论点，段落要清晰，多举例子。

一定要有条理，可以参考其他人的方法，也可以找导师商量，首先要写清楚当下的背景，也要写清楚这门学科的意义。

好的，不知道什么时候要呢。

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。

与思想政治教育有关的论文题目怎么写啊英语

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

Ideological Education

想一个切入点很小的题目，开题比较容易过关

Ideological and political education of secondary school teachers and students of communication problems

与思想政治教育有关的论文范文初中

“周杰伦！周杰伦！JOLIN！JOLIN！李宇春！李宇春！”听，排山倒海般的青少年追星热潮，近乎疯狂的歌迷影迷，已经成了二十一世纪的一种时尚，一种标志。 人人都已不再愁吃穿，不再愁生活，而是全身心地投入到二十一世纪的一个新兴队伍——追星。众所周知，宇宙没有星星，将漆黑一片。偶像之所以被称之为偶像，是因为他们出类拔萃！可当下，确实如此吗？不敢苟同。这样一个世纪，这样一个年代，青少年沉迷的大都为歌星和影星。他们大多没有什么特殊才能，只是会摆几个或妩媚或冷酷的造型；只是拥有那或苗条或性感的身材；只是有着那令有些人听起来极副个性的歌喉和嗓音。凭心而论，这帮明星的成名，无非是经过了经纪公司的大力包装和宣传、媒体的炒作以及明星们自己的作秀。如今，我们可以看到，许许多多的青少年身陷追星情结不能自拔。青少年追星状况逐渐变得疯狂起来，他们盲目的“随大流”，疯狂的收集明星资料，相片和唱片，甚至竟出现了一系列过激的行为。大连16岁的少女因母亲没有买到偶像张国荣的CD而自杀；温州一名17岁的中学生因为没钱亲眼见到偶像赵薇而服毒自杀。近两年流行的“超女”，更是惹出了不少令人不可思议的祸端：李宇春在首都开签唱会，虽然入场费全免，可仍有一些从偏远地区赶来的青少年歌迷，用卖血这种方式来垫付路费；在总决赛的那段日子里，大批“凉粉”“玉米”上街拉票，对着路人死缠烂打，一定要在他们面前当场发短信投票才肯善罢干休……由此可见，盲目地崇拜、追求歌星影星，是一种极其愚蠢、不负责的行为，一旦陷进去，就很难摆脱。盲目追星会使我们无心学习、花费大量钱财和时间。加上青少年辨别是非的能力较弱，若是盲目地追求明星们的一切，包括恶习，岂不是一辈子都要毁于一旦？这些对于我们的思想更是有弊无利，应当给予严厉制止。 事实上，崇拜偶像并不一定要是歌星影星。在赛场上挥汗如雨的体育健儿和创造奇迹的科学家们不一样值得我们崇拜？2004年雅典奥运会110米栏冠军为中国摘得荣誉，创造历史，难道不值得敬爱？在NBA打篮球的小巨人姚明，带领我们中国男篮走向另一个历史，难道也不值得景仰？杂交水稻之父袁隆平，经过无数次的实验，终于成功，带领大批农民走向富裕，难道不是我们的偶像？这些把一切都奉献给祖国体育事业的运动员们，这些把毕生精力都倾注到人类科学事业中的科学家们，才是我们应该热爱的偶像！ 追星，不但可以是对社会有贡献的公众人物，还可以是一些微不足道却又有着美好精神品质的人。天津的白芳礼老人，是一位退休三轮车工人，为了让穷人的孩子上得起学，在他74岁的时候，重操旧业，决心用自己的双腿，给贫困学生踩出一条希望之路来。在随后十多年里，他把蹬三轮所得的收入全部捐献给了学校、教育基金会和教育机构，用以资助贫困生。据统计，他的捐款累计高达35万元，共有300多名大学生受益。如果按每蹬1公里三轮车收5角钱计算，他为贫困学生奉献的是相当于绕地球赤道18周的奔波劳累。直到将近90岁高龄，他捐出最后一笔钱，才无可奈何地说：“我干不动了……”这是一种多么崇高的品质啊！像这样的例子在生活中不胜枚举：在街头，一位女孩小心翼翼地把盲人扶过街；在拥挤的公交车上，一个年轻人起身为鬓发皆白的老人让座……他们那金子般闪亮的心灵，正是我们所要追求和学习的。对有着执著工作热情的人，对给社会作出伟大贡献的人，对有着高尚人格的人，我们都应该视他们为榜样，真正地敬爱他们。而更重要的是，我们应发现并学习榜样身上的优点和长处，正如孔子所说：“择其善者而从之”，向榜样学习，不断提高自我。但“人无完人”，榜样也有些缺点。所以要做到“其不善者而改之”，懂得判断哪些是值得学习，哪些不值得，并要经常自我反省，这样才能不断完善自我。 总而言之，对于影视类的明星，千万不可盲目地随波逐流，以免勿入歧途；对于伟大的对社会有贡献的人物，我们要敬佩他们、热爱他们、尊敬他们；而对于有着纯洁美好心灵的人，我们则要给予百分之两百的赞赏和肯定，从心里的最深处崇拜他们

写心理健康吧多好写啊PS。。我也是中学生，有同感

切，自己写呗，我都是