岗课赛证融通模式下思政课程与课程思政的思考

Reflections on Ideological and Political Course and Curriculum Ideological and Political Education under the Mode of Integration of Post, Course, Competition and Certification

改革开放以来,中等职业院校思想品德教育经历了多次变革,从最初的政治教育到德育教育,从课程思政的提出到协同育人的发展,为新时期的中职德育工作赋予了新的内涵。尤其是2021年4月,孙春兰副总理在全国职业教育大会上指出,要“坚持立德树人,优化类型定位,加快构建现代职业教育体系,‘岗课赛证’综合育人,提升教育质量,畅通职业发展通道,增强职业教育认可度和吸引力”以来,各个院校不断创新探索“岗课赛证融通”综合育人模式。在“岗课赛证融通”模式下,中职德育工作也面临着一些诸如片面追求考证的通过率,热衷于比赛名次而忽视对学生价值观教育等困境。“立德树人”是职业教育永恒的主题,只有通过有效途径实现思政课程与课程思政综合育人,才能切实解决“培养什么人、怎样培养人、为谁培养人”的问题。

Since the reform and opening up, ideological and moral education in secondary vocational colleges has undergone many changes, from the initial political education to moral education, from curriculum ideological and political education to the development of collaborative education, which gives new connotation to moral education in secondary vocational colleges in the new period. Especially, Vice Premier Sun Chunlan pointed out in his speech at the National Conference on Vocational Education that it is necessary to “adhere to moral education, optimize the type positioning, speed up the construction of the modern vocational education system, implement the comprehensive education through ‘post, course, competition and certification’, improve the quality of education, open up channels for career development, and enhance the recognition and attraction of vocational education” in April 2021. Since then, various colleges and universities have continuously innovated and explored the comprehensive education model of “integration of post, course, competition and certification”. Under the model of “integration of post, course, competition and certification”, moral education in secondary vocational colleges also faces some dilemmas such as one-sided pursuit of obtaining certificates, passion for competition ranking and neglecting the education of students’ values. “Moral education” is the eternal theme of vocational education. Only through effective ways to achieve ideological and political courses and curriculum ideological and political education, can we effectively solve the problems of “whom to cultivate, how to cultivate, and for whom to cultivate”.