在学校思想政治理论教师座谈会上,总书记发表重要讲话强调要不断增强思政课的思想性、理论性、亲和力和针对性;时隔五年又对思政课的重要指示精神中强调了这一要求。根据重要讲话和指示精神,我校在高职思想政治课教学改革中进行了构建...在学校思想政治理论教师座谈会上,总书记发表重要讲话强调要不断增强思政课的思想性、理论性、亲和力和针对性;时隔五年又对思政课的重要指示精神中强调了这一要求。根据重要讲话和指示精神,我校在高职思想政治课教学改革中进行了构建“三度”课堂的路径探索。本文从“三度”课堂教学模式的内涵及逻辑关系、当前高职思政课堂教学存在的问题、“三度”课堂教学模式构建路径三个方面进行了论述。At the symposium of ideological and political theory teachers in school, General Secretary emphasized in an important speech the need to continuously enhance the ideological, theoretical, approachable, and targeted nature of ideological and political courses. After five years, this requirement has been emphasized in the important instructions for ideological and political courses. According to the important speeches and instructions, our school has explored the path of constructing a “three degree” classroom in the reform of ideological and political education in higher vocational education. This article discusses the connotation and logical relationship of the “three degree” classroom teaching model, the problems existing in current ideological and political classroom teaching in higher vocational colleges, and the construction path of the “three degree” classroom teaching model.展开更多
文摘在学校思想政治理论教师座谈会上,总书记发表重要讲话强调要不断增强思政课的思想性、理论性、亲和力和针对性;时隔五年又对思政课的重要指示精神中强调了这一要求。根据重要讲话和指示精神,我校在高职思想政治课教学改革中进行了构建“三度”课堂的路径探索。本文从“三度”课堂教学模式的内涵及逻辑关系、当前高职思政课堂教学存在的问题、“三度”课堂教学模式构建路径三个方面进行了论述。At the symposium of ideological and political theory teachers in school, General Secretary emphasized in an important speech the need to continuously enhance the ideological, theoretical, approachable, and targeted nature of ideological and political courses. After five years, this requirement has been emphasized in the important instructions for ideological and political courses. According to the important speeches and instructions, our school has explored the path of constructing a “three degree” classroom in the reform of ideological and political education in higher vocational education. This article discusses the connotation and logical relationship of the “three degree” classroom teaching model, the problems existing in current ideological and political classroom teaching in higher vocational colleges, and the construction path of the “three degree” classroom teaching model.
