数学文化视域下大学数学课程思政研究

A Study on Ideological and Political Education of University Mathematics Curriculum from the Perspective of Mathematical Culture

《高等学校课程思政建设指导纲要》要求“把思想政治教育贯穿于人才培养体系……,发挥好每门课程的育人作用”。大学数学课程是高校很多专业的重要基础课。大学数学课程思政是实现专业课与思想政治理论课同向同行,形成协同效应的重要因素。采用自我民族志的研究方法后,研究发现大学数学课程思政的总体特点表现为做而不自知、不理解,努力学习认真模仿,到课程思政的学术研究;从被督促到自觉自愿,再到有些教师的选择性课程思政。现状产生的原因是数学教师人文知识不丰富,缺乏追求教学艺术的积极性。课程思政评价的结果效应低。改进现状的策略是教师促进学生产生课程思政内驱力,成为课程思政的继承者;课程思政评价结果应用于教师考核;教师同等重视科研与教研。近两年的教育实验验证了措施的有效性。

The “Guiding Outline for Ideological and Political Construction of Higher Education Curriculum” requires “to integrate ideological and political education into the talent cultivation system,... and to give full play to the educational role of each course”. College mathematics courses are important foundational courses for most majors in universities. The ideological and political education course in university mathematics is an important factor in achieving the synergy between professional courses and ideological and political theory courses. This research adopts the research methods of content analysis, hierarchical analysis and self ethnography to find out the current situation and causes of ideological and political problems in college mathematics courses, and proposes ideological and political measures accordingly. The effectiveness of the measures has been verified through nearly a year of educational experiments.