高校“课程思政”建设现状及其影响因素分析——基于华中师范大学3450份调查问卷的实证研究

The Current Construction Status of“Ideological and Political Teaching in All Courses”and Influence Factors:An Empirical Study of 3,450 questionnaires of CCNU

“课程思政”是全国高校思想政治工作质量提升工程的重要组成,是新时代高校立德树人、知识育人的基本遵循。了解和掌握高校“课程思政”建设现状及其影响因素,对提升高校教学水平、完善“课程思政”建设的制度机制至关重要。基于此,本研究对华中师范大学3450名大学生进行了问卷调查,结果显示:从重点教学内容来看,课堂教师能够将习近平新时代中国特色社会主义思想、社会主义核心价值观、中华优秀传统文化教育、宪法法治教育、职业理想和职业道德教育等方面的内容融入课堂教学,大部分学生的家国情怀、文化自信、价值观念、理想信念等都得到不同程度的提升。通过进一步采取因子分析和Logit回归发现,学生获得感、教师能力以及课堂启发性成为影响“课程思政”效果和学生满意度的关键因素,但是否是示范课堂的影响并不显著。因此,要使“课程思政”建设取得实效,必须坚持在“课程思政”的建设机制上持续努力,突出“课程思政”示范课程的引领作用,将教师主体和学生主体“带回”“课程思政”建设改革的视野中,重视教师能力的培养和学生的课堂感受。

The“ideological and political teaching in all courses”(IPTAC)is an important component ofthe project to uplift the quality of ideological and political work in Chinese higher education.It is afundamental principle of higher education in the new era to strengthen moral education and cultivate talentswhile teaching knowledge.Knowing about and understanding the construction status and influence factors ofIPTAC are of vital importance for uplifting the education level and improving the institutional mechanism ofconstructing the IPTAC in higher education.For this purpose,a questionnaire covering 3,450 students wasconducted at the Central China Normal University(CCNU).The result shows,in terms of key teachingcontent,teachers in classroom teaching can integrate Xi Jinping’s thoughts on socialism with Chinesecharacteristics for a new era,core socialist values,education of excellent traditional Chinese culture,education of Constitution and rule of law,and education of professional ideal and professional ethics;themajority of the subjects have been uplifted,to varying degrees,in terms of family-nation feelings,cultureconfidence,values,ideal and faith.A further study by factor analysis and Logit regression finds that thereare three key factors affecting the effect of IPTAC and student’s satisfaction.They include student’s senseof gain,teacher’s competence,and classroom inspiration;whereas the influence of whether it is ademonstration class is not eminent.Hence,in order for the IPTAC construction to achieve actual effect,efforts should persistently be made for the IPTAC construction mechanism,highlighting the leading role ofIPTAC demonstration courses;both the teacher as the subject and the student as the subject should bebrought back into the view of IPTAC construction and reform,paying attention to the cultivation of teacher’s competence and student’s classroom feelings.