摘要
新工科背景下,专业课程思政建设面临思政元素与专业知识融合不足、价值引导浅显等问题,以土木工程专业核心课程《钢结构设计原理》为研究载体,基于“知识传授–能力培养–价值塑造”三位一体育人理念,建构了“工程伦理–专业素养–家国情怀”三维融合的课程思政创新框架。实施了包括课程目标重构、模块化教学设计、本土化教学资源开发及多元评价体系构建在内的系统化改革路径,将工程伦理意识培养与家国情怀培育创新性地融入专业课程教学的各个环节。实践表明,改革后课程在以下方面取得显著成效:① 学生工程伦理认知水平呈现结构化提升,具体表现为工程责任意识的增强与规范应用能力的同步提升;② 专业使命感培育取得突破性进展,通过重大工程案例的沉浸式教学,实现了技术理性与价值理性的有机统一。本研究所提出的“三维耦合·四维协同”课程思政改革模型,为破解工科专业课程思政“两张皮”困境提供了具有学科迁移价值的解决方案,其方法论对新工科教育的内涵式发展具有范式启示。
Under the context of Emerging Engineering Education, ideological and political integration in specialized curricula faces challenges including insufficient fusion of ideological elements with professional knowledge and superficial value guidance. This study employs the core civil engineering course “Principles of Steel Structure Design” as an experimental platform, establishing an innovative Three-Dimensional Integration framework for ideological-political education through the synergistic cultivation of engineering ethics, professional competence, and patriotic sentiment, guided by the trinity educational philosophy of “knowledge transmission-capability cultivation-value shaping”. A systematic reform pathway has been implemented, encompassing curricular objective restructuring, modular instructional design, localized teaching resource development, and multidimensional evaluation system construction, which innovatively integrates engineering ethical awareness and patriotic sentiment cultivation throughout professional course delivery. Empirical results demonstrate significant achievements: ① Students exhibit structured enhancement in engineering ethical cognition, manifested through strengthened professional responsibility awareness and synchronized improvement in normative application capabilities;② Breakthrough progress in fostering professional mission consciousness is achieved via immersive case studies of national megaprojects, realizing organic unification of technical rationality and value rationality. The proposed “Three-Dimensional Coupling Four-Dimensional Synergy” educational reform model provides discipline-transferable solutions to resolve the “dual-layer dilemma” of ideological-political integration in engineering curricula, while its methodology offers paradigmatic implications for the connotative development of Emerging Engineering Education.
出处
《创新教育研究》
2025年第8期767-774,共8页
Creative Education Studies
