新时期高校课程思政教学的设计理路与实践路径

Research on the Mechanism of Postgraduate Education to Promote Regional Economic Growth: Based on the Analysis of China’s Provincial Panel Data from 2004 to 2019

“课程思政”是新时期高校育人工作、思想政治教育教学改革深化和实践创新的新要求。要想真正破解教师“不想教”、“不会教”、“教不好”所导致的高校思想政治教育工作“孤岛化”困境和“两张皮”现象,充分发挥各门课程“种田守渠”的职责,还得从高校课程思政课堂教学入手才能真正取得实效,在课程思政设计理路中明确为何教、谁来教、教什么、如何教、怎么评的问题。在课程思政教学实践中,要坚持立德树人为核心的价值旨归,落实课程思政于教育全过程;形成全员育人的主体参与氛围,确保课程思政的人才资源保障;深入挖掘课程育人资源,积极创建富含课程思政元素的课内外环境;贴近学生的学习生活实际,开展科学生动丰富鲜活的教学实践;以课程思政评价促进学生发展,建全教师积极参与的考评制度。

In the era of knowledge economy, graduate education shoulders the dual mission of personnel training and scientific and technological innovation. Based on the panel data of 30 provinces(municipalities and autonomous regions) from 2004 to 2019, the relationship among graduate education, regional innovation ability and economic growth is discussed by using the Solow model after the introduction of human capital. The study found that the contribution of graduate education to economic growth is about 2%;graduate education can not only directly promote economic growth, but also indirectly promote economic growth by improving regional innovation ability. Regional innovation capacity is second only to physical capital stock and ranks second in the contribution of input factors to average annual economic growth. The implementation of innovation-driven strategy in China has begun to show results, but there is still a long way to go in the economic transformation.