International Open Access Journal Platform

大学生课程思政获得感的现状与提升策略研究

Research on the Status Quo and Promotion Strategies of College Students’ Sense of Ideological and Political Gain in Curriculum

Education Study / 2024,6(3): 541-554 / 2024-05-29 298 335

View Download PDF

• Authors: 白玉兰      倪然      刘一丹     
• Information:

  东华理工大学，南昌

• Keywords: Curriculum ideology and politics; A sense of gain; Current situation; Hindering factors; Promotion strategy 课程思政；获得感；现状；阻碍因素；提升策略
• Abstract: The degree of students’ “actual acquisition” is the focus of the current curriculum ideological and political education. In this study, 10 universities were investigated. The results show that college students have a positive attitude towards ideological and political education, but have a poor sense of gain. The main reasons are imbalanced content of ideological and political education, lack of diversity of teaching methods, lack of environment for joint education, lack of curriculum ideological and political resources, and imperfect construction of evaluation system. In this regard, the study puts forward five measures: To improve the balanced educational content of “moral, intellectual, physical, American and labor” to achieve comprehensive access; The walking classroom method, information technology method and explicit guidance method are integrated to improve the level of ideological and political teaching. Create an interactive education environment for demand-side, supply-side and collaborative educational forces to achieve all-round education; Construct “curriculum + ideological and political” Internet resource library to provide high quality resources for teachers’ ideological and political teaching; To construct the diversified evaluation system of BOPPPS teaching model and realize the synchronization of teaching evaluation. 学生“实际获得”的程度是目前课程思政教育关注的重点。本研究对10所高校开展相关调查。结果发现：大学生整体对课程思政教育持正向态度，但获得感差。主要原因有思政教育内容不均衡、教学方法缺乏多元性、共同育人的环境缺失、课程思政资源缺乏、评价体系建设不完善等。对此，研究提出5项举措：完善“德、智、体、美、劳”均衡包含的教育内容，实现全面获得；将行走课堂法、信息技术法、显性引导法融会贯通，提高课程思政教学水平；创造需求侧、供给侧、协同侧教育力互动教育环境，实现全方位育人；构建“课程+思政”的互联网资源库，为教师思政教学提供优质资源；构建BOPPPS教学模型的多元化评价体系，实现教评同步。
• DOI: https://doi.org/10.35534/es.0603073
• Cite: 白玉兰，倪然，刘一丹．大学生课程思政获得感的现状与提升策略研究［J］．教育研讨，2024，6（3）：541-554．