《工程地质》“课程思政”教学设计研究
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摘要
鉴于工程地质行业对国家经济发展的重要性和工作要求的严谨性,以夯实专业课程基础、协调专业教育和思政教育关系、加强教师思政教育主动性和抓好学生思政教育受教效果为原则,从挖掘道德教育元素、精心设计教学环节、增强社会实践教学和注重教育效果评价出发,在《工程地质》课堂开展了思政教学,并取得了较好的效果,为工科专业课程的思政教学工作提供了很好的借鉴和参考。
In view of the importance of engineering geology to the national economic development and the rigor of the work requirements, this paper is intended to consolidate the professional curriculum foundation and coordinate the relationship between professional education and ideological and political education. On the principle of strengthening teachers' initiative in ideological and political education and paying attention to the effect of students' ideological and political education, the author starts from digging up the elements of moral education, carefully designing teaching links, strengthening social practice teaching and paying attention to the evaluation of educational effect. The ideological and political teaching has been carried out in the classroom of Engineering Geology, and good results have been obtained. Ideological and political teaching provides a good reference and reference.
In view of the importance of engineering geology to the national economic development and the rigor of the work requirements, this paper is intended to consolidate the professional curriculum foundation and coordinate the relationship between professional education and ideological and political education. On the principle of strengthening teachers' initiative in ideological and political education and paying attention to the effect of students' ideological and political education, the author starts from digging up the elements of moral education, carefully designing teaching links, strengthening social practice teaching and paying attention to the evaluation of educational effect. The ideological and political teaching has been carried out in the classroom of Engineering Geology, and good results have been obtained. Ideological and political teaching provides a good reference and reference.
引文
[1]高德毅,宗爱东.从思政课程到课程思政:从战略高度构建高校思想政治教育课程体系[J].中国高等教育,2017(1):43-46.
[2]刘淑慧.“互联网+课程思政”模式建构的理论研究[J].中国高等教育,2017(15):15-17.
[3]白显良.隐性思想政治教育基本理论研究[M].北京:人民出版社,2013.
[4]高燕.课程思政建设的关键问题与解决路径[J].中国高等教育,2017(15):11-14.
[5]刘建军.新时期思想政治工作创新研究[M].北京:中国人民大学出版社,2015.
[6]李德全,邓多文,杨全海,等.互联网时代大学生思想政治理论课教学新模式构建研究[J].重庆高教研究,2017(1):28-33.
[7]黄海锋.习近平的传统文化观及其时代价值[J].重庆理工大学学报(社会科学),2017(1):120-127.
[8]王丽英,陈烈荣.课程思政:知识传授与价值引领交相辉映[N].中国教育报,2018-07-04.
[9]陆道坤.课程思政推行中若干核心问题及解决思路———基于专业课程思政的探讨[J].思想理论教育,2018(3):64-69.
[10]邱仁富.“课程思政”与“思政课程”同向同行的理论阐释[J].思想教育研究,2018(4):109-113.
[2]刘淑慧.“互联网+课程思政”模式建构的理论研究[J].中国高等教育,2017(15):15-17.
[3]白显良.隐性思想政治教育基本理论研究[M].北京:人民出版社,2013.
[4]高燕.课程思政建设的关键问题与解决路径[J].中国高等教育,2017(15):11-14.
[5]刘建军.新时期思想政治工作创新研究[M].北京:中国人民大学出版社,2015.
[6]李德全,邓多文,杨全海,等.互联网时代大学生思想政治理论课教学新模式构建研究[J].重庆高教研究,2017(1):28-33.
[7]黄海锋.习近平的传统文化观及其时代价值[J].重庆理工大学学报(社会科学),2017(1):120-127.
[8]王丽英,陈烈荣.课程思政:知识传授与价值引领交相辉映[N].中国教育报,2018-07-04.
[9]陆道坤.课程思政推行中若干核心问题及解决思路———基于专业课程思政的探讨[J].思想理论教育,2018(3):64-69.
[10]邱仁富.“课程思政”与“思政课程”同向同行的理论阐释[J].思想教育研究,2018(4):109-113.