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系统思维视域下高校课程思政与思政课程同向同行机制探究

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科学构建高校课程思政与思政课程同向同行机制是一项复杂的系统工程.当前高校课程思政与思政课程同向同行机制建设工作因缺乏系统设计,出现了组织管理机制缺乏整体规划、课程建设机制缺乏关联性、教师育人机制不协同、评估评价机制多元性不足等问题.系统思维具有整体性、关联性、协同性、多元性等系统性特征,在系统思维指导下,通过构建上下联动的多层级管理机制、左右联动的课程互动机制、专业教师与思政教师协同育人机制、多维度的评估评价机制,可以有效促进高校课程思政与思政课程同向同行,增强课程立德树人效能.
Research on the Mechanism of the Same Direction and Peer of Ideological and Political Curriculum in Universities and Colleges from the Perspective of Systematic Thinking
It is a complicated system engineering to scientifically construct the ideological and politi-cal course and ideological and political course in the same direction.At present,due to the lack of sys-tematic design in the construction of ideological and political courses in colleges and universities,there is a lack of overall planning in the organization and management mechanism,lack of relevance in the curric-ulum construction mechanism,incoordination of teacher education mechanisms,and ignoring diversity in the evaluation and evaluation mechanism problem.System concept is to observe and analyze things as a whole,which has systemic characteristics such as integrity,relevance,synergy,and diversity.Under the guidance of the system concept,through the construction of a multi-level management mechanism that links up and down,a curriculum exchange and interaction mechanism that links left and right,a collabo-rative education mechanism between professional teachers and ideological and political teachers,and a multi-dimensional evaluation and evaluation mechanism,it can effectively promote the ideological and po-litical and the Ideological and political courses are in the same direction,which increases the effective-ness of the curriculum.

curriculum ideological and politicalideological and political coursesthe same direc-tion and peermechanismsystematic thinking

刘广明、申丹丹

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河南工业大学马克思主义学院,河南郑州 450001

课程思政 思政课程 同向同行 机制 系统思维

2022年度国家社会科学基金后期资助项目河南省高等教育教学改革研究与实践重点项目河南工业大学教育科学"十四五"规划项目

22FKSB0352019SJGLX0802021JKZD03

2024

系统科学学报
太原理工大学

系统科学学报

北大核心
影响因子:0.478
ISSN:1005-6408
年,卷(期):2024.32(3)
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