“课程思政”理念下高校教师的角色转换
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摘要
"课程思政"是当前高校教学改革的新方向。教育教学改革的核心在于高校教师,因此推动高校教师角色的转换有重要意义。结合我国新时代特点,阐明了"课程思政"理念下高校教师角色转换的必要性,分析了高校教师在角色转换过程中可能遇到的挑战,提出了高校教师角色重构的五个方向以及角色转换策略。由此,对高校教师的角色定位提出了新要求:从机械知识的传授者转变为学习共同体的参与者;从课程教材的执行者转变为思政资源的开发者;从多元文化的汲取者转变为中国故事的讲述者;从谆谆教导的"师者"转变为尊善向善的"仁者";从道德品行的规约者转变为品格德性的同构者。
"Ideological and Political Theories teaching in All Course" is a new direction of teaching reform in colleges and universities. The core element of education and teaching reform is the teacher, which is enough to prove the necessity of promoting university teachers' role transformation. In accordance with distinctive Chinese features at present, this paperanalyzes the necessity of university teacher role transformation under the concept of "curriculum ideology", and the challenges teachers may face in the process of role transformation. It puts forward five possible directions and strategies to deal with these challenges: from mechanical instructor of knowledge into a learning community of the participants; from the executor of the curriculum to the developer of the ideological and political resources; from the Multiculturalist Picket to Chinese storyteller; From inculcating "teacher" to "benevolent"; from the statute of moral conduct to the homogenous person of character.
"Ideological and Political Theories teaching in All Course" is a new direction of teaching reform in colleges and universities. The core element of education and teaching reform is the teacher, which is enough to prove the necessity of promoting university teachers' role transformation. In accordance with distinctive Chinese features at present, this paperanalyzes the necessity of university teacher role transformation under the concept of "curriculum ideology", and the challenges teachers may face in the process of role transformation. It puts forward five possible directions and strategies to deal with these challenges: from mechanical instructor of knowledge into a learning community of the participants; from the executor of the curriculum to the developer of the ideological and political resources; from the Multiculturalist Picket to Chinese storyteller; From inculcating "teacher" to "benevolent"; from the statute of moral conduct to the homogenous person of character.
引文
[1] 习近平.习近平谈治国理政(第2卷)[M].北京:外文出版社,2017.
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[4] 王春华.论教师的可持续发展[J].山东省青年管理干部学院学报,2007(5):77-80.
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[6] 黄元全.高校思想政治理论课教师角色意识探析[J].思想理论教育导刊,2010(4):71-73.
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[10] 小原国芳.小原国芳教育论著选(上卷)[M].由其民,刘剑乔,吴光威,译.北京:人民教育出版社,1993:143.
[11] 周增文.肢体语言的心理秘密[M].北京:北京工业大学出版社,2008:102.
[12] 梁玉华,庞丽娟.论高校教师角色意识:内涵、结构与价值的思考[J].教育科学,2005(4):39-42.
[13] 周南照.二十一世纪教育的四大支柱[J].世界教育信息,2010,23(1):32-35.
[14] 联合国教科文组织国际教育发展委员会.学会生存——教育世界的今天和明天[M].华东师范大学比较教育研究所,译.北京:教育科学出版社,2017:5.
[15] 萨义德.知识分子论[M].单德兴,译.北京:三联书店,2002:23.
[16] 张其志.罗杰斯的创造性教育思想简述[J].外国教育研究,2000(4):14-18.
[17] 徐瑞哲.上海高校“课程思政”改革全覆盖[N].解放日报,2018-01-15(1).
[2] 梁玉华,庞丽娟.论教师角色意识:内涵、结构与价值的思考[J].教育科学,2005(4):39-42.
[3] 石书臣.论思想政治教育中意识形态性与非意识形态性的统一[J].探索,2003(3):81-83.
[4] 王春华.论教师的可持续发展[J].山东省青年管理干部学院学报,2007(5):77-80.
[5] 习近平.决胜全面建成小康社会夺取新时代中国特色社会主义伟大胜利[N].人民日报,2017-10-18(1).
[6] 黄元全.高校思想政治理论课教师角色意识探析[J].思想理论教育导刊,2010(4):71-73.
[7] 傅秀兰.政治课教学开发利用课程资源的思考[J].皖西学院学报,2003(4):132-133.
[8] 周艳红,刘仓.从费孝通的“文化自觉”到习近平的“文化自信”[J].广西社会科学,2016(9):193-197.
[9] 王光彦.充分发挥高校各门课程思想政治教育功能[J].中国大学教学,2017(10):4-7.
[10] 小原国芳.小原国芳教育论著选(上卷)[M].由其民,刘剑乔,吴光威,译.北京:人民教育出版社,1993:143.
[11] 周增文.肢体语言的心理秘密[M].北京:北京工业大学出版社,2008:102.
[12] 梁玉华,庞丽娟.论高校教师角色意识:内涵、结构与价值的思考[J].教育科学,2005(4):39-42.
[13] 周南照.二十一世纪教育的四大支柱[J].世界教育信息,2010,23(1):32-35.
[14] 联合国教科文组织国际教育发展委员会.学会生存——教育世界的今天和明天[M].华东师范大学比较教育研究所,译.北京:教育科学出版社,2017:5.
[15] 萨义德.知识分子论[M].单德兴,译.北京:三联书店,2002:23.
[16] 张其志.罗杰斯的创造性教育思想简述[J].外国教育研究,2000(4):14-18.
[17] 徐瑞哲.上海高校“课程思政”改革全覆盖[N].解放日报,2018-01-15(1).