摘要
“课程思政”是构建全员、全程、全课程育人格局,落实立德树人根本任务的有效途径.本文以北京师范大学中国地理课程为例,梳理课程在百廿建设历史中,德育、思政目标的演进历程.课程新增了人地协调观、生态文明思想等观念塑造,世界眼光、科学精神等价值引领,但培养学生“国家认同”的责任使命始终未变.现今中国地理课程以人才培养目标为导向,确立了“同课异构-分类指导”的课程思政实施方案,构建“情境创设-问题驱动”的融入方式和“教师引导-学生生成”的融入路径,将思政教育融入课堂教学、作业实践、学习评价等多个环节,形成“全程融入-拓展延伸”的课程思政立体化模式.
“Curriculum Ideology and Politics” is effective to build whole-person,whole-process and wholecourse educational structure and foster virtue through education. The Chinese geography course at Beijing Normal University has a 120-year history,the mission to cultivate national identity in students has remained unchanged. The Chinese geography course has established curriculum ideological and political implementation scheme(heterogeneous forms for the same subjects-categorized guidance), constructed an integrated mode( situation creation-problem driven) and integrated path(teacher guidance-student generation). Three-dimensional curriculum ideological and political model(whole process integration-expansion and extension) is formed integrating ideological and political education into lecturing,homework assignments,and student evaluation.
作者
苏筠
王静爱
SU Yun;WANG Jing’ai(Faculty of Geographical Science,Beijing Normal University,100875,Beijing,China)
出处
《北京师范大学学报（自然科学版）》
CAS
CSCD
北大核心
2022年第3期517-522,共6页
Journal of Beijing Normal University(Natural Science)
基金
教育部“区域地理课程虚拟教研室”资助项目。
关键词
课程思政
中国地理
同课异构
全程融入
curriculum ideology and politics
Chinese geography
heterogeneous forms for the same subjects
integrate in the whole process
