高校教师课程思政的难点、方法与对策

Difficulties, Methods and Countermeasures of College Teachers in Promoting Curriculum Ideological and Political Construction

课程思政建设主力军是教师,其参与度关系高校课程思政建设质量。基于289名不同年龄、不同学科高校教师的问卷调查,结合文献厘清高校教师课程思政的难点及常用“四类引入方法”和“五类结尾方法”的分析结果显示:89.62%的高校教师已开展课程思政工作或在专业课中融入思政元素,不同学科教师面临的困难和选用的教学方法具有差异性;悬念导入法和回应式结尾法有助于营造课程思政良好氛围,但采用的教师偏少,分别仅为14.29%和37.07%。要完善教师课程思政工作机制、开展差异化教师课程思政能力提升培训和鼓励教师灵活选择课程思政教学方法。

Teachers are the main force to promote curriculum ideological and political construction(CIaPC),which is directly related to the quality of college CIaPC.Based on a questionnaire survey of 289 college teachers of different ages and disciplines,and combined with literature analysis,the difficulties and common “four kinds of introduction methods” and “five kinds of ending methods” of college teachers in carrying out CIaPC were clarified.The results show that:89.62% of college teachers have carried out CIaPC in their courses or integrated curriculum ideological and political elements into their specialized courses,and teachers of different disciplines face different difficulties and choose different teaching methods;Although suspense leading method and response ending method are helpful to create a good atmosphere for CIaPC,only 14.29% and 37.07% of teachers use them respectively.Finally,three suggestions were puts forward:(1) improving the working mechanism of higher education teachers’ CIaPC,(2) carrying out training of differentiated teachers’ curriculum thinking ability,(3) encouraging teachers to flexibly choose curriculum ideological and political teaching methods.