摘 要：马克思主义理论教育作为社会主义意识形态建设的重要组成部分，其历史进程与规律研究具有重要的理论和实践意义。本研究以马克思主义理论教育的发展历程为切入点，梳理了其在不同历史阶段的演变特征，并通过文献分析、比较研究和实证调查相结合的方法，探讨了其内在规律及当代价值。研究发现，马克思主义理论教育经历了从经典理论传播到本土化创新的转变，呈现出鲜明的时代性和实践性特征。同时，教育方式从单向灌输逐渐转向互动式、体验式教学，体现了教育理念的现代化转型。本研究的创新点在于首次构建了马克思主义理论教育的历史分期框架，并提出了“实践—反思—再实践”的动态发展模型，为新时代理论教育提供了方法论指导。研究结论表明，强化马克思主义理论教育需注重历史传承与时代创新的统一，推动教育内容、形式与技术的深度融合，从而更好地服务于社会主义核心价值观的培育与传播。
关键词：马克思主义理论教育；历史分期框架；实践—反思—再实践模型
Abstract：As an essential component of socialist ideological construction, the historical process and regularity research of Marxist theory education hold significant theoretical and practical implications. This study examines the developmental trajectory of Marxist theory education, analyzing its evolving characteristics across different historical stages through a combination of literature analysis, comparative research, and empirical investigation. The findings reveal that Marxist theory education has transitioned from the dissemination of classical theories to localized innovation, demonstrating distinct era-specific and practice-oriented features. Meanwhile, educational approaches have gradually shifted from unidirectional indoctrination to interactive and experiential teaching, reflecting the modern transformation of educational philosophies. A notable contribution of this study is the first-time construction of a historical periodization fr amework for Marxist theory education and the proposal of a dynamic development model characterized by "practice-reflection-re-practice," providing methodological guidance for theoretical education in the new era. The conclusion suggests that strengthening Marxist theory education requires emphasizing the unity of historical inheritance and contemporary innovation, promoting the deep integration of educational content, form, and technology, thereby better serving the cultivation and dissemination of socialist core values.
Keywords: Marxist Theory Education；Historical Periodization fr amework；Practice-Reflection-Repractice Model
目 录
引言 1
一、马克思主义理论教育的起源与发展 1
(一)马克思主义理论教育的早期实践 1
(二)国际共产主义运动中的理论教育 2
(三)理论教育在中国的初步探索 2
二、历史进程中的教育模式变迁 3
(一)不同时期的教育目标调整 3
(二)教育内容的演变与创新 3
(三)教育方法的历史转变 4
三、理论教育规律的形成与特征 4
(一)理论教育的基本规律概述 5
(二)规律形成的内在逻辑分析 5
(三)特征表现及其时代意义 6
四、当代马克思主义理论教育的发展路径 6
(一)新时代背景下的教育挑战 6
(二)创新驱动的教育模式构建 7
(三)未来发展的趋势与方向 7
结论 8
参考文献 9
致谢 9
关键词：马克思主义理论教育；历史分期框架；实践—反思—再实践模型
Abstract：As an essential component of socialist ideological construction, the historical process and regularity research of Marxist theory education hold significant theoretical and practical implications. This study examines the developmental trajectory of Marxist theory education, analyzing its evolving characteristics across different historical stages through a combination of literature analysis, comparative research, and empirical investigation. The findings reveal that Marxist theory education has transitioned from the dissemination of classical theories to localized innovation, demonstrating distinct era-specific and practice-oriented features. Meanwhile, educational approaches have gradually shifted from unidirectional indoctrination to interactive and experiential teaching, reflecting the modern transformation of educational philosophies. A notable contribution of this study is the first-time construction of a historical periodization fr amework for Marxist theory education and the proposal of a dynamic development model characterized by "practice-reflection-re-practice," providing methodological guidance for theoretical education in the new era. The conclusion suggests that strengthening Marxist theory education requires emphasizing the unity of historical inheritance and contemporary innovation, promoting the deep integration of educational content, form, and technology, thereby better serving the cultivation and dissemination of socialist core values.
Keywords: Marxist Theory Education；Historical Periodization fr amework；Practice-Reflection-Repractice Model
目 录
引言 1
一、马克思主义理论教育的起源与发展 1
(一)马克思主义理论教育的早期实践 1
(二)国际共产主义运动中的理论教育 2
(三)理论教育在中国的初步探索 2
二、历史进程中的教育模式变迁 3
(一)不同时期的教育目标调整 3
(二)教育内容的演变与创新 3
(三)教育方法的历史转变 4
三、理论教育规律的形成与特征 4
(一)理论教育的基本规律概述 5
(二)规律形成的内在逻辑分析 5
(三)特征表现及其时代意义 6
四、当代马克思主义理论教育的发展路径 6
(一)新时代背景下的教育挑战 6
(二)创新驱动的教育模式构建 7
(三)未来发展的趋势与方向 7
结论 8
参考文献 9
致谢 9
