线上线下混合课程思政教育范式问题的再思考——以微观金融课程群为例

Reconsideration on the Paradigm of Ideological and Political Education in Online and Offline Mixed Courses——Take the micro-finance curriculumgroup as an example

自2020年6月教育部印发《高等学校课程思政建设指导纲要》以来,课程思政成为了高等学校专业课程及教改的首要目标。新冠疫情下,该目标的实施与线上教学深度融合,形成了线上线下混合式专业课程思政的新范式。文章主要对影响新范式构建的三个基本问题进行了理论分析,发现学生是否能做到线下主动预习是整个范式实施是否可行的逻辑判断起点,应与学生充分沟通来引导学生的自主选择行为;传统的过程考核制度不宜再削弱其占比,应通过增加弹性的方式来发挥其在新范式中的价值;应构建微观金融课程群,发挥课程群内在逻辑引致的专业课程思政协同育人功能。

In June, 2020, the Ministry of Education issued the Guiding Outline of Curriculum Ideological and Political Construction in Colleges and Universities, which became the primary goal of professional courses and teaching reform in colleges and universities. Under the COVID-19 pandemic, the implementation of this goal is deeply integrated with online teaching, forming a new paradigm of ideological and political education in online and offline mixed professional courses. This paper makes a theoretical analysis of three basic problems affecting the construction of the new paradigm. It is found that whether students can preview actively offline is the logical starting point for judging whether the implementation of the whole paradigm is feasible, and students should be fully communicated to guide their independent choice behavior. The traditional process assessment system should not weaken its proportion, but should give full play to its value in the new paradigm by increasing flexibility. We should construct micro-finance curriculum group, and give full play to the collaborative education function in professional courses caused by the internal logic of curriculum group.