Research on Chinese Dream Thought integrated into Higher Vocational Ideological and Political Course Teaching

Chinese dream thought is come down in one continuous line with the spirit of the 18th Chinese Communist Party Congress. It is a popular model of The Marx doctrine, which has great charisma and cohesion. If Chinese dream thought want to integrate into the teaching of ideological and political theory in higher vocational colleges, it should taking ＂the unity of the social common ideals and personal＂, ＂the unity of the historical logic and theory logic＂, and ＂the unity of the life dream and career success happiness＂ as the breakthrough point. Meanwhile, Seize the teaching content, teaching method innovation and teachers team construction of three key links, to strengthen the China dream ideological education, and strengthen the sense of the times, pertinence and effectiveness of vocational ideological and political lesson teaching.

Research on the Application of Psychology in the Ideological and Political Education of Counselors in Higher Vocational Colleges

As an important base for the training of skilled personnel,the ideological and political education of counselors plays a vital role in the process of personnel training in higher vocational colleges.Based on the analysis of the current situation of ideological and political education of counselors in higher vocational colleges,this paper analyzes the application value and strategies of psychology in ideological and political education,aiming at providing a set of systematic psychological application frameworks for counselors in higher vocational colleges,so as to promote the all-round development of students and realize the fundamental task of cultivating morality and educating people.

Research on the Reform and Practice of Ideological and Political Courses in Higher Vocational Colleges Based on Teaching Competition

Firstly, the paper analyzes the value of teaching competition in the process of teaching reform and practice of ideological and political courses in higher vocational colleges, which mainly includes sharing the teaching experience of ideological and political teachers, facilitating the ideological and political teachers to learn from the professional education elements appearing in the follow-up teaching, and contributing to the creation of an active and active teaching atmosphere. Secondly, it analyzes the educational principles that ideological and political teachers should adhere to in the teaching competition, including focusing on the principle of the unity of education leading and subjectivity, strengthening the principle of unity of content and form, and effectively implementing the principle of combining document spirit with subject characteristics. Thirdly, it points out the problems that need to be paid attention to in the ideological and political course teaching of higher vocational colleges based on the teaching competition in the current stage, including the topic selection problem, the attraction of competition teaching, and the standardization and institutionalization of the coordination of competition teaching organization. Finally, five teaching reforms and practical methods of ideological and political courses in higher vocational colleges based on teaching competitions are proposed, which promotes the improvement of ideological and political education in higher vocational colleges.

The Reform Path of Ideological and Political Theory Courses in Universities Under the Integration of Ideological and Political Theory Courses in Universities,Middle Schools,and Primary Schools

The integration of ideological and political theory courses in primary and secondary schools needs to be based on a certain theoretical foundation and follow the necessary principles of teaching practice.In the teaching of ideological and political theory courses in colleges and universities,there are practical problems such as“cross-duplication of teaching materials”,“unreasonable application of teaching methods”,and“evaluation of teaching integration”.This paper is based on solving the practical problems of“cross-duplication of textbook contents”,“unreasonable application of teaching methods”,and“evaluation of teaching integration”in the teaching of ideological and political theory studies in colleges and universities under the integration,and proposes to use the textbook as a carrier for the integration of teaching contents and to make the teaching of Civic and Political Studies in colleges and universities more efficient.We put forward the“three teaching and three reforms”teaching reforms,such as the integrated reform of teaching contents carried by teaching materials,the integrated reform of teaching methods oriented to students,and the integrated reform of teaching evaluation based on the concept of OBE(Outcome Based Education),with a view to solving the teaching problems in the integrated reform of ideological and political theory courses in universities.

On the effectiveness of the ideological and political education in higher vocational colleges

The ideological and political education in vocational colleges has ＂employment oriented＂, ＂practicability＂ and ＂practicalness＂ and other features, while facing the practical difficulties that the cultural spirit is insufficient, the specialization of the teachers is not strong, and the students lack their own active participation and so on. The higher vocational colleges must deepen the concepts of running higher vocational education, strengthen the construction of the team of the ideological and political theory education, pay more attention to the combination of the ideological and political education with the practice, cultivate the people-oriented model of the ideological and political education, and improve the effectiveness of the ideological and political education.

Current Situation and Measures to Improve the Ideological and Political Education among Students in Higher Vocational Institutions

College students are the foundation for China’s long-term development plan.The ideological and political education for higher vocational institution students is particularly important.This paper firstly analyzes the current situation of ideological and political education for students in higher vocational institutions.In addition to that,following the understanding of the main problems existing in this education,this paper provides a comprehensive analysis and systematic measures for improving the ideological and political education among students in higher vocational institutions.

高职院校专业群课程思政教学体系重构及实施策略

随着高职院校专业群内涵建设和课程思政建设的深入推进,本着立德树人、德技兼修、全面发展的价值理念,亟需重构高职院校专业群课程思政教学体系,为专业课程教师开展课程思政建设提供实践遵循,弥补专业群内涵建设的不足。针对目前高职院校专业群课程思政教学体系构建存在教学目标缺乏系统设计、教学内容不契合人才培养目标、教学方法不贴近高职学生实际、教学评价缺少指标体系及脱离人才培养效果等现实困境,从二级学院中观层面提出设计专业群“系统分层”的课程思政目标体系、构建专业群“师史事势”的课程思政教学内容、创新专业群“价值引领”的课程思政教学方法、实施专业群“增值赋能”的课程思政教学评价等构建进路及实施策略。

新时代高职院校思政课教师队伍建设现状调查研究——基于六省(市)的实证分析

为深入了解高职院校落实《新时代高等学校思想政治理论课教师队伍建设规定》等中央文件情况,掌握高职院校思政课教师队伍建设现状,在全国六个省(市)高职院校开展调研,结果显示,高职院校在全面领导思政课教师队伍建设、建立常态化思政课教研机制等四个方面取得实效,但仍然存在思政课教师教材使用不规范、马克思主义学院等二级机构设置不规范、思政课教师准入与退出机制不健全、思政课教师企业实践活力不足等突出问题。基于调查,着重从统一编写高职院校思政课选修课教材、建立院企党组织“手拉手”工作机制等四个方面提出参考性建议。

新时代高职院校思想政治教育“四维共建”协同育人研究

当前高职院校开展思想政治教育存在三大课堂逻辑序化不清晰、教师专业能力有待提升、学生受众入脑入心不深刻等问题。高职院校思想政治教育“四维共建”协同育人包括“课堂、专题、信息、实践”四大关键要素,其中,课堂要素是根本,专题要素是关键,信息要素是法宝,实践要素是活水。按照理论系统性的梳理整合、新媒生动性的契合融入、实践情景性的知行合一、教学多维性的聚合共育的内在要求,提出高职院校思想政治教育“四维共建”协同育人实施策略:在理念维度上要发挥课堂的主渠道作用;在属性维度上要融通专题教学与信息应用联接;在职教维度上要畅通理论研习和社会实践路径;在服务维度上要彰显复式课程协同育人实效。

高职院校排球课程思政教学实施路径研究

课程思政是学校教育实现立德树人根本任务的重要途径,排球课程作为高职院校公共体育课程的主干课程,蕴含着丰富的思政元素,是高职体育课程实施思想政治教育的重要载体。以高职学生身心共育、德技双修为出发点,从教学目标实现育人价值引领、教学内容实现全方位渗透、教学手段和方法实现巧妙运用、教学过程实现精细管理、教学评价实现多维结合五个方面对“排球”课程思政教学实施路径进行探索,从而推动高职体育课程的改革发展,共同实现高职人才全面发展的教育总目标。

“三全育人”视域下高职英语课程思政的探究

在课程思政建设背景下,立德树人是根本任务,“三全育人”是根本目标。基于此,高职院校课程思政融入英语课程,是英语教育教学改革的必然举措。如何结合英语课程特点挖掘英语课程中的思政元素,是高职英语教师面临的重点和难点。在“三全育人”基础上,阐述高职院校将课程思政融入英语课程的必要性,分析目前英语课程思政教学的现状及存在的问题,对课程思政融入英语课程的实施路径进行积极探索与实践。

基于CLIL的高职公共英语课程思政的教学实践研究

本次英语教学实践遵循“课程思政”的育人理念,以“核心素养”为导向,根据CLIL所秉承的内容与语言并重的理念,结合学生的专业特色,对教材内容重新整合,依托主题模块内容挖掘相关思政元素和中国传统文化思想内涵。根据CLIL的4Cs核心框架设计教学目标,设置符合学生实际水平的多样教学活动,利用任务驱动法、情景教学法,将“育德”和“育才”融于教学各环节,运用多元评价方式促成一体化的评价效果,达成英语学科核心素养的发展目标。

高职院校实训类课程课程思政建设对策研究

现阶段,课程思政教学改革在广大高职院校中逐渐展开并取得了良好效果。作为高职院校人才培养重要组成部分的专业实训课程,实施课程思政教学改革势在必行。目前,高职院校实训类课程仍存在课程思政实施动力不足、思政元素的挖掘与融合不充分、实训教师的思政教学能力有待提升等问题。在大量调研、实证分析、文献查阅的基础上,论述了高职院校实训类课程课程思政建设的重要意义,分析出高职院校实训类课程课程思政建设的相关对策,为新时代高职院校实训类课程课程思政建设提供借鉴。

新时代高职院校思政课互动教学创新与学生核心素养培育

思想政治理论课是培养新时代具备文化基础、自主发展、社会参与学生核心素养的高素质人才的关键性课程。本文根据问卷数据统计分析,结合目前高职院校思想政治理论课互动教学中存在的突出问题及困境成因分析,探讨互动教学创新的重要意义,从完善互动教学创新顶层设计、创新互动教学模式、创新课外互动教学模式、创新互动教学过程考核模式等方面探索思想政治理论课互动教学创新策略,以培养具有核心素养的全面发展的新时代高职学生,推动立德树人根本任务的实现。

大思政格局下高职院校高质量课程思政育人工作研究

高质量课程思政育人是高职院校思政工作的重要环节,全面推动新时代高质量课程思政建设,是加强和改进高职院校思政工作的现实需要。在大思政格局下高职院校实现高质量课程思政育人,首先明确大思政与课程思政的内涵、关系,其次探讨高质量课程思政育人的内涵、结构以及必要性,再次分析高质量课程思政育人的现实困境,最后提出高质量课程思政育人的实践路径。

高职院校“四史”教育融入思政课教学路径研究

“四史”教育融入高职院校思政课教学,对丰富思政课教学内容、思政课教学案例开发、开展选择性必修课具有重要作用。目前,高职思政课教学过程中存在“四史”教育内容片面化、碎片化、理想化的现象。把“四史”教育整体性融入思政课、开设以党史为重点的选择性必修课、完善思政课课程体系建设等,发挥“四史”教育在思政课理论教学中的引导作用和实践教学中的实践认知作用,对思政课教学、立德树人任务落实以及对树立正确的“大历史观”具有重要意义。

新媒体时代传统文化融入高职院校思政教育研究

传统文化在高职院校思政教育中的融入具有重要意义,但面临诸多挑战,如理念滞后、互动性不足和技术应用浅显。在新媒体时代,有效地将传统文化融入思政教育,不仅能提高信息传播效率,激发学生兴趣,还能丰富教学资源,促进个性化学习,增强学生的创造力,并拓宽文化交流的平台。为应对挑战并利用新媒体时代的优势,高职院校应该利用新媒体工具创新传统文化教学方法,增强学生的文化体验、强化新媒体环境下的师生互动,促进学生对传统文化更深层次的理解、拓展跨学科项目,在创新实践中认识并重视传统文化、加强学生对传统文化的情感体验,提升学生对传统文化的认同和传承的责任感等对策,有效地将传统文化融入思政教育,促进学生全面发展。

新媒体背景下工匠精神融入高职院校思政课的探索

在新媒体背景下,高职院校的思政课应当让学生意识到工匠精神的重要性,提升思政课的任教水平,建设思政课的师资队伍,增强学生的政治信念认同。

高职思想政治理论课辅助教材建设:政策、逻辑与路径

国家事权规定下,高职教育在使用统编思想政治理论课教材基础上,必须推动适用于高职思想政治理论课辅助教材建设,这已被国家关于加强高等职业教育思想政治教育类型化的政策文件提供了合法性证明。党的百年职业教育发展史为教材建设增强了历史自信,时代的发展为教材建设提供了实现逻辑。通过“多样性”的建设目标、“多元合作”的建设队伍、新形态教材建设的路径选择,共同实现思想政治理论课“体现职业教育特色”的要求。

新时代“大思政课”建设的高职向度与实践进路

“大思政课”之“大”,体现在大体系、大课堂、大资源、大师资和大格局。高职院校推进“大思政课”建设,要正视多维资源难以有机整合、多种载体难以有力运用、多元主体难以有效协同等现实困境,在内容、方法和格局上体现高职特点、彰显职教特色。在实践层面,通过建设“大思政课”的“真理课堂”“行走课堂”“空中课堂”“活动课堂”和“渗透课堂”,探索构建“理论实践相互结合、线上线下相互融合、课内课外相互配合、课程思政和思政课程相互联合”的“五课堂联动”大思政课实施模式。