新时代高校思政课教学话语体系的转换与重构

The Discourse System of College Ideological and Political Courses in the New Era:Transformation and Reconstruction

高校思政课教学话语体系是教学活动得以开展的关键,直接关乎思政课教学质量及思政课教学效果。新时代对思政课教学话语体系转换与构建提出新要求。然而,当前思政课教学话语体系存在明显缺陷,话语主体之间缺乏良性互动、话语内容晦涩抽象、话语传播手段单一陈旧及话语内容与话语环境不紧密,一定程度上消解了思政课教学效果。从话语主体间代际差异、教材话语向教学话语转换不畅、教学话语传播手段更新速度较快与教师反应滞后,以及教学话语语境面临变化复杂挑战四个方面剖析问题本质。因此,首先要明确思政课教学话语体系的转向目标,进而围绕思政课教师的教学话语理念更新,发挥思政课教师主体作用;丰富教学话语内容推动教材话语向教学话语有效转化;促进传统教学话语传播手段与现代化技术相结合,在优势互补基础上实现不断创新;设置研讨式教学语境实现社会热点问题与教学内容紧密衔接,营造浓厚的教学环境四个方面探索构建路径,不断增强思政课实效性。

The discourse system of college ideological and political courses is critical in teaching activities, and is directly related to the quality and result of the courses. The new era has brought new requirements to the transformation and construction of the discourse system of ideological and political courses. Nevertheless, defects apparently exist, including lack of benign interaction between discourse subjects, obscure and abstract content, monotonous and obsolete communication means, and disconnection between discourse content and environment, which all neutralize the result of the courses. This paper analyzes the core of the issue in four aspects, namely, generation discrepancy between discourse subjects, sluggish conversion from textbook discourse to classroom discourse, faster updates of communication means versus slower response among teachers, and the complicated challenges facing the changing pedagogical discourse context. First and foremost, the transformation target of the discourse system of ideological and political courses should be confirmed, whereby teachers’ principal role should be played by updating their pedagogical discourse concepts. Discourse content should be enriched to promote effective conversion from textbook discourse to classroom discourse. Traditional discourse communication means should be complementarily integrated with modern technology to realize sustained innovation. Seminar context should be set up to incorporate hot social issues in the teaching content where active atmosphere can be created. The construction path can be explored from the four above-mentioned perspectives to constantly optimize the outcome of ideological and political courses.