摘要
基于元认知视角,课题组通过开放性问卷调查对117位高校艺术设计专业教师的课程思政之元认知知识、元认知体验与元认知诉求展开研究。研究发现,他们对课程思政元认知知识由设计元素迁移至思政元素,并对开展课程持有积极的态度,但在具体教学实施中,有学生、环境、教师自身局限所带来的元认知负面情绪体验,他们进一步提出需构建课程思政生态环境的元认知诉求,其中主要包括加强教学资源建设、加大培训力度、落实组织、监管、考核与激励机制。研究认为,艺术设计专业教师在开展课程思政过程中应激活自身的元认知监控能力以消除元认知负面情绪体验,生成新的课程思政元认知知识。
Based on the perspective of metacognition,this paper conducts a research on the metacognitive knowledge,experience and demands in Ideological and Political Education on 117 Art Design teachers in colleges and universities through an open questionnaire survey.The research found that they transferred their metacognitive knowledge of ideological and political education from design elements to ideological and political elements,and held a positive attitude towards the implementation of the curriculum.However,in the teaching,there are negative metacognitive experiences due to the students,the environment,and the teachers'own limitations.They further proposed the metacognitive demands for building the ecological environment of ideological and political education,which mainly included strengthening the construction of teaching resources,increasing training efforts,implementing the organization,supervision,assessment and incentive mechanism.The study concludes that Art Design teachers should activate their own metacognitive monitoring ability to eliminate negative metacognitive experiences and generate new metacognitive knowledge of Ideological and Political Education in the education of ideology and politics.
作者
陈竑
邓剑刚
卜俊
胡志才
CHEN Hong;Deng Jian-gang;BU Jun;HU Zhi-cai(Huzhou College,Huzhou Zhejiang 313000,China;Pingxiang University,Pingxiang Jiangxi 337000,China)
出处
《萍乡学院学报》
2023年第4期106-111,共6页
Journal of Pingxiang University
基金
浙江省普通高校党建研究专项课题“浙江红色文化融入地方高校设计类专业课程思政研究”(2023DJYJ048)。
关键词
艺术设计专业
课程思政
教师主体
元认知
Art design major
curriculum ideological and political education
teacher orientation
metacognition
作者简介
陈竑(1986-),男,江西景德镇人,副教授,博士,研究方向:艺术设计课程与教学论、艺术设计课程思政。
