高校“学–教–管”课程思政体系的探索与实践——以计算机系统结构课程为例

Exploration and Practice of “Studying-Teaching-Managing” Framework of Ideological and Political Theories Teaching in All Courses—Taking the Computer Systems Architecture Course for Example

服务国家处理器芯片人才培养需求,计算机系统结构是支撑相关学生培养的核心专业课程,亟待融入课程思政元素,推进三全育人,积极发挥课程思政在高校专业课教学中激励作用。因此,本文尝试和探索了学生“学”,老师“教”和教务“管”三位一体的新课程思政激励体系,狠抓学生学这个中心,落实老师教和教务管两个关键支撑,并通过计算机系统结构近三年教学实践的教学质量评价结果验证了课程思政激励体系的积极作用,教学质量提升幅度高达59.6%,教学评级从C升至A。因此,高校通过全方位组织多样化的学,教,管活动充分调动学生,老师和教务三个方面的能动性,使得课程思政对提高教学质量有着积极的激励作用,为高水平的人才培养提供有力的体系保障。To satisfy the country’s urgent need for integrated circuits talents, computer architecture as one critical professional curriculum, also requires incorporating the ideological and political elements of the curriculum to achieve “three all-round education”. So that curriculum ideological and political motivation can play an active role in university teaching quality. Therefore, this paper tries to explore the ideological and political incentive system of the trinity of students’ learning, teacher’s teaching, and educational administration’s management in a joint way. The framework focuses on the center of students’ learning with two key supports of teachers’ teaching and educational administration’s management. It has been verified that the curriculum ideological and political incentives through the teaching quality evaluation results of computer architecture in the past three years. The improvement of teaching quality is increased by 59.6%, and the comprehensive teaching grade rises from C to A. Therefore, it is significant to use the tree-in-one joint framework of diversified learning, teaching, and management to fully activate the initiative of students, teachers and academic affairs, so that curriculum ideology plays a positive role in improving teaching quality and provide the complete methodology for cultivating high-level talents.