高本“3+2”分段培养中英语课程衔接的协同思政路径

Coordination in Ideological and Political Education for English Curriculum Integration in 3+2 Segmentation Education in Academy Upgrading from Higher Vocational Colleges to Universities

课程衔接是实现高职与本科“3+2”分段培养目标的核心环节,是现代职业教育体系的有效贯通和教学质量的重要保障。基于拉尔夫·泰勒的组织学习经验理论,以两个学段英语课程实现衔接为目的,提出英语课程的协同思政路径,即统筹设计课程思政目标、协同组织思政内容、联动实施思政评价。各门课程在思政目标上各有关注点,又合力完成思政总目标;以四条思政内容主线贯穿各门课程的思政内容及元素,实现学段间纵向衔接、学段内横向融合;以一致的多样化评价方式、相同的评价流程、联动的评价内容贯穿课程体系实现思政评价。协同思政路径帮助实现课程间的互动衔接,提升立德树人的课程思政实效,为分段培养课程体系建设实践提供新的参考。

Curriculum integration is a core link in achieving cultivation goals of 3+2 segmentation education in academy upgrading from higher vocational colleges to universities and an important guarantee of effective connection within the modern vocational education system.Based on Ralph Tyler's theory of organizing learning experiences,this paper explores an approach to coordination in ideological and political education in English courses in the two education segments in order to achieve a better curriculum integration,namely planning ideological and political goals of the courses as a whole,arranging ideological and political content in a coordinated way,and implementing a concerted evaluation.Each English course has its own focus on the ideological and political goal and achieve the overall goal jointly.Four ideological and political content lines link the content and elements in the courses,fulfilling a cohesion between education segments and an integration across different courses within the same segment.The ideological and political evaluation can be carried out in a coordinated course system based on consistent diversified evaluation methods,same evaluation process,and connected evaluation content.The coordinated ideological and political approach helps to achieve the integration between English courses,enhance the effectiveness of fostering morality and cultivating talents,shedding light on improving curriculum system construction for the segmentation education.