摘要
从价值意蕴上看,课程思政的意义在于实现以智启人和以德育人的融合;在逻辑体系上,课程思政的目的就是在实现工具理性和价值理性统一的基础上,达到知识导向和价值引领的融合;在实施路径上,以公共管理类专业“组织行为学”课程教学为例,通过显性教育与隐性教育相融通,从教学目标、教学内容、教学方法和教学评价等方面入手,探究课程思政在公共管理类专业课教学中的实施路径。
From the perspective of value implication,the meaning of curriculum ideology is to realize the integration of inspiring people with wisdom and educating people with morals;in the logical system,the purpose of curriculum ideology is to achieve the unity of instrumental rationality and value rationality.The integration of knowledge-oriented and value-oriented;on the implementation path,taking the course teaching of Organizational Behavior for public management majors as an example,through the integration of explicit education and implicit education,from the teaching objectives,teaching content,teaching methods and teaching evaluation and other aspects,explore the implementation path of curriculum ideology in the teaching of public management professional courses.
作者
陶芳铭
TAO Fang-ming(School of Management,Zhejiang Shuren University,Hangzhou Zhejiang 310015)
出处
《牡丹江大学学报》
2021年第6期100-105,共6页
Journal of Mudanjiang University
基金
浙江省高等教育学会2020年度课题“基于‘课程思政’的公共事业管理专业课程教学路径探索”(KT2020110)
浙江省哲学社会科学规划课题“改革开放以来中小学德育教科书话语变迁研究”(21NDJC126YB)。
关键词
课程思政
价值意蕴
逻辑体系
实施路径
Curriculum Ideology and Politics
Value Meaning
Logic System
Implementation Path
作者简介
陶芳铭(1979—),男,安徽南陵人,浙江树人大学管理学院讲师,教育学博士,研究方向:教育基本原理,道德教育。
