新工科背景下高职机械制图与CAD课程思政探索与实践
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摘要
为实现全课程育人,选取学时长,覆盖面广的工科专业基础课——机械制图与CAD开展课程思政教育教学改革.在学情分析的基础上,以社会主义核心价值观为指导,以学科体系为载体,以课堂教学为平台,挖掘课程蕴含的思政元素,调整课程教学内容,形成以培养学生遵纪守法意识和培育工匠精神为主线的课程思政体系,为工科专业课程思政教育教学提供了改革思路和实践经验.
For the purpose of comprehensive education for the students, the reform of ideological and political education in courses was performed in the professional basic course of Mechanical Drawing and CAD which is long-period and wide-spread in all engineering specialties. Based on the analysis of the course, taking the socialist core values as the guidance, the subject system as the carrier, and the classroom teaching as the platform,the course′s ideological and political ingredients were excavated deeply.By revising the contents of the course,an ideological and political education system was established, which possesses the main thread of cultivating artisan spirit and the consciousness of observing discipline and law. Furthermore, it provides ideas and practical experiences for ideological and political education reform in engineering specialties.
For the purpose of comprehensive education for the students, the reform of ideological and political education in courses was performed in the professional basic course of Mechanical Drawing and CAD which is long-period and wide-spread in all engineering specialties. Based on the analysis of the course, taking the socialist core values as the guidance, the subject system as the carrier, and the classroom teaching as the platform,the course′s ideological and political ingredients were excavated deeply.By revising the contents of the course,an ideological and political education system was established, which possesses the main thread of cultivating artisan spirit and the consciousness of observing discipline and law. Furthermore, it provides ideas and practical experiences for ideological and political education reform in engineering specialties.
引文
[1]刘鑫桥.新工科建设、产教融合与产业转型升级[J].高等职业教育探索,2018,17(1):1-4,15.
[2]齐斌,冯宏伟,陈娟.高职院校新工科建设的几点思考[J].机械职业教育,2018(7):16-18.
[3]余江涛,王文起,徐晏清.专业教师实践“课程思政”的逻辑及其要领:以理工科课程为例[J].学校党建与思想教育,2018(1):64-66.
[4]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.
[5]黄兆东.高职院校“90”后新生的特点及入学教育对策[J].群文天地,2011(22):246-247.
[6]田鸿芬,付洪.课程思政:高校专业课教学融入思想政治教育的实践路径[J].未来与发展,2018,42(4):99-103.
[7]柳逸青,王鑫,刘晓,等.高校专业课程中融入思想政治教育的难点剖析与路径探索[J].高教学刊,2018(6):141-143,146.
[8]傅徐翼.课程思政视域下的高职立体化育人之路探析[J].科技资讯,2017,15(34):209-210.
[9]胡建生.机械制图(少学时)[M]. 3版.北京:机械工业出版社,2017.
[2]齐斌,冯宏伟,陈娟.高职院校新工科建设的几点思考[J].机械职业教育,2018(7):16-18.
[3]余江涛,王文起,徐晏清.专业教师实践“课程思政”的逻辑及其要领:以理工科课程为例[J].学校党建与思想教育,2018(1):64-66.
[4]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.
[5]黄兆东.高职院校“90”后新生的特点及入学教育对策[J].群文天地,2011(22):246-247.
[6]田鸿芬,付洪.课程思政:高校专业课教学融入思想政治教育的实践路径[J].未来与发展,2018,42(4):99-103.
[7]柳逸青,王鑫,刘晓,等.高校专业课程中融入思想政治教育的难点剖析与路径探索[J].高教学刊,2018(6):141-143,146.
[8]傅徐翼.课程思政视域下的高职立体化育人之路探析[J].科技资讯,2017,15(34):209-210.
[9]胡建生.机械制图(少学时)[M]. 3版.北京:机械工业出版社,2017.