要认真对待高校课程思政的“泛意识形态化”倾向

On the Pan-ideologization Tendency of Curriculum Ideology and Politics in Chinese Universities and Colleges

高校课程思政的目的在于充分挖掘各学科专业课程蕴含的思政元素,实现知识传授、能力培养与价值引领的有机融合。然而,高校课程思政建设中存在着将思政元素生硬移植的形式化、标签化、虚假化、教条化等"泛意识形态化"现象,其原因在于课程思政主体秉持的课程知识与意识形态之间没有内在逻辑关系的理论逻辑错误。为此,应把握课程知识与意识形态之间内在的、本源性的与生成性的关系实质,并通过基于社会的尺度把握意识形态的育人起点、明确意识形态在不同课程知识中的多样化表现方式以及提升知识学习境界、实现意识形态育人功能等内生路径,克服高校课程思政的"泛意识形态化"倾向。

The purpose of curriculum ideology and politics in Chinese higher Education institutions is to utilize the ideological and political elements in various subjects,and to integrate the introduction of knowledge,the cultivation of competence and the direction of value.However,in practice there exists the problem of pan-ideologization of mechanic appropriation,specifically superficial,analogic,artificial and dogmatic phenomena.The cause of the problem lies in the logical fallacy,i.e.,the introduced knowledge does not correlate with the proposed ideology.It is therefore necessary to estimate the innate,original and generative relationship between curriculum and ideology.Consequently,we need to clarify the starting point of ideology from the point of social value,the multiple presentations of ideology in varied curriculum knowledge,and the indispensable approaches to enhance learning and to realize the tenets of ideology,thus to overcome the question of pan-ideologization tendency of curriculum politics in Chinese higher education institutions.