大学化学 >> 2024, Vol. 39 >> Issue (8): 7-15.doi: 10.3866/PKU.DXHX202311047

教学研究与改革 上一篇    下一篇

“134”课程思政教学模式在应用化学专业导论中的实践与探索

李靖, 田林, 李昭, 陈艳, 杨宗斐, 师环环   

  1. 徐州工程学院材料与化学工程学院, 江苏 徐州 221018
  • 收稿日期:2023-11-14 修回日期:2023-12-18 发布日期:2023-12-22
  • 通讯作者: 李靖 E-mail:ljshan@xzit.edu.cn
  • 基金资助:
    江苏省现代教育技术研究课题(2019-R-79391)；徐州工程学院教育科学研究重点课题(YGJ2301)；江苏高校哲学社会科学研究项目(2021SJA113)；国家自然科学基金(22202169)

Exploration and Practice of the “134” Ideological and Political Teaching Model in the Introduction to Applied Chemistry

Jing Li, Lin Tian, Zhao Li, Yan Chen, Zongfei Yang, Huanhuan Shi   

  1. School of Materials and Chemical Engineering, Xuzhou University of Technology, Xuzhou 221018, Jiangsu Province, China
  • Received:2023-11-14 Revised:2023-12-18 Published:2023-12-22
  • Contact: Jing Li E-mail:ljshan@xzit.edu.cn

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摘要： 课程思政是中国高等教育实现育德于课的重要途径。在一流本科专业建设背景下开展专业导论的课程思政建设，是实现“三位一体”人才培养的必然要求。本文围绕应用化学专业导论的课程思政教学建设，分析了开展专业导论课程思政的教学现状和必要性。立足应用型本科人才培养定位，结合工程教育专业认证的毕业要求，从应用化学专业导论的教学内容、思政元素、教学方法和教学评价四个维度，开展了“134”课程思政教学模式的教学实践。重构了包含六个教学主题的教学内容，并在其中贯穿“化工精神、工匠精神和民族精神”三条思政主线，利用多种方式实现德育与智育融合的课堂，帮助学生客观理解化工工程观。教学评价的数据显示，“134”课程思政教学模式有效提升了专业导论的教学质量和育人功能，促进“三位一体”的课程体系和一流本科专业建设。

关键词: 课程思政, 专业导论, “134”教学模式, 教学实践

Abstract: Curriculum integrated with ideological and political education is an important approach for moral education in Chinese higher education. In the context of establishing first-class undergraduate majors, the implementation of ideological and political construction in professional introductory courses is essential for achieving the "Trinity" model of talent cultivation. This paper focus on the ideological and political teaching construction in the introductory course of Applied Chemistry, analyzing the current teaching status and its necessity. Positioned to cultivate application-oriented undergraduate talents and aligned with the graduation requirements of engineering education accreditation, this study delves into the “134” ideological and political teaching model. It explores four key dimensions: the teaching content of introductory courses, ideological and political elements, teaching methods, and teaching evaluation. We have reconstructed the teaching content to include six themes, embedding the ideological threads of “chemical spirit, craftsman spirit, and national spirit.” This approach employs diverse methods to seamlessly integrate moral and intellectual education, aiding students in objectively understanding chemical engineering concepts. Evaluation data indicates that the “134” model significantly enhances the educational quality and effectiveness of the professional introduction, fostering a comprehensive “Trinity” curriculum system and contributing to the development of elite undergraduate programs.

Key words: Course ideology and politics, Professional introduction, “134” teaching mode, Teaching practice