高职教师课程思政素养的实证调查与提升路向

The Empirical Investigation and Promotion Direction of Higher Vocational Teachers’Curriculum Ideological and Political Literacy

基于高职院校专业课教师课程思政素养圆台形模型,结合国内外相关标准及已有成果进行深入比较分析后,编制了高职教师课程思政素养调查问卷,进而开展实证研究。结果发现,高职教师课程思政素养总体情况良好,政治素养与人格修养均值最高,专业教学素养、德技融合素养较为薄弱,特别是教学创新能力得分最低,且不同教师群体间差异不明显,短板突出;素养发展水平在一定程度上受到职称、教龄、地域等因素的影响;教师认为教育使命感、课程思政实践探索、时间精力投入、课程思政教学研究等是影响课程思政素养的主要因素。鉴于此,提出综合考量教师个体发展内因和学校、行企等外在支持因素,共同推进高职教师课程思政素养提升的实践路向。

Based on the round table model of curriculum ideological and political literacy of professional course teachers in higher vocational colleges,combined with the in-depth comparative analysis of relevant standards and existing achievements at home and abroad,the questionnaire of curriculum ideological and political literacy of higher vocational teachers was compiled to carry out empirical research,and the current situation and influencing factors of curriculum ideological and political literacy of 303 higher vocational teachers were investigated as well.The results showed that the overall situation of ideological and political literacy among vocational college teachers was good with the highest average of political literacy and personality cultivation.The professional teaching literacy and the integration of morality and technology literacy were relatively weak,especially the lowest score in teaching innovation ability.The differences between different teacher groups were not significant and the shortcomings were prominent.The level of literacy development is to some extent influenced by factors such as professional title,teaching experience and geographical location.Teachers believe that the sense of educational mission,exploration of curriculum ideological and political practice,investment of time and energy and research on curriculum ideological and political teaching are the main factors affecting curriculum ideological and political literacy.In view of this,it is proposed to comprehensively consider the internal factors of individual teacher development and external supporting factors such as schools and enterprises and jointly promote the practical direction of improving the ideological and political literacy of vocational college teachers'curriculum.