“双碳”战略的提出对新能源专业人才培养提出了更高要求。基于线上教学模式的快速发展和普及,将思政教育与网络化教学有机融合成为难题。本研究针对新能源装备系统集成技术这门线上课程,以传授专业知识为育人核心,以立德树人为课程思...“双碳”战略的提出对新能源专业人才培养提出了更高要求。基于线上教学模式的快速发展和普及,将思政教育与网络化教学有机融合成为难题。本研究针对新能源装备系统集成技术这门线上课程,以传授专业知识为育人核心,以立德树人为课程思政目标,将价值引领全面贯穿知识传授过程。通过挖掘思政教育资源、创新网络化教学方法,改变传统教学单一形式,多维度培育新能源专业人才。The “double carbon” strategy puts forward higher requirements for the training of new energy professionals. Based on the rapid development and popularization of online teaching mode, the organic integration of ideological and political education and network teaching has become a difficult problem. This study focuses on the course of integration technology for new energy, takes professional knowledge as the core of education, moral cultivation as the ideological and political goal, and comprehensively penetrates the process of knowledge teaching with value leadership. By mining ideological and political education resources and innovating network teaching methods, the traditional teaching form is changed, and new energy professionals are cultivated in multiple dimensions.展开更多
课程思政教育是提升学生思想政治素养的重要手段。本文围绕计算机网络课程,提出了基于知识、能力和素质三个层次的思政教学模型,旨在系统、有机地融入思政内容,培养学生的社会责任感与伦理意识。通过“以学生为中心”的教学理念,结合案...课程思政教育是提升学生思想政治素养的重要手段。本文围绕计算机网络课程,提出了基于知识、能力和素质三个层次的思政教学模型,旨在系统、有机地融入思政内容,培养学生的社会责任感与伦理意识。通过“以学生为中心”的教学理念,结合案例教学和任务驱动教学,增强学生的参与感和思政内容的实效性。教学效果评估结果表明,学生在知识掌握、问题解决能力和思政素质方面均有显著提升。本文提出的思政教学模型可拓展应用于其他计算机类课程的思政教学,提供了有价值的实践参考。Curriculum-based ideological and political education is an important means of enhancing students’ ideological and political literacy. Focusing on the computer network course, this paper proposes a three-tiered teaching model based on knowledge, ability, and quality, aiming to systematically and organically integrate ideological content to cultivate students’ sense of social responsibility and ethical awareness. By adopting a student-centered teaching approach, combined with case-based teaching and task-driven methods, the model enhances student engagement and the effectiveness of the ideological content. The evaluation results show significant improvements in students’ knowledge mastery, problem-solving abilities, and ideological qualities. This ideological teaching model can be expanded to other computer-related courses, providing valuable practical insights.展开更多
文摘“双碳”战略的提出对新能源专业人才培养提出了更高要求。基于线上教学模式的快速发展和普及,将思政教育与网络化教学有机融合成为难题。本研究针对新能源装备系统集成技术这门线上课程,以传授专业知识为育人核心,以立德树人为课程思政目标,将价值引领全面贯穿知识传授过程。通过挖掘思政教育资源、创新网络化教学方法,改变传统教学单一形式,多维度培育新能源专业人才。The “double carbon” strategy puts forward higher requirements for the training of new energy professionals. Based on the rapid development and popularization of online teaching mode, the organic integration of ideological and political education and network teaching has become a difficult problem. This study focuses on the course of integration technology for new energy, takes professional knowledge as the core of education, moral cultivation as the ideological and political goal, and comprehensively penetrates the process of knowledge teaching with value leadership. By mining ideological and political education resources and innovating network teaching methods, the traditional teaching form is changed, and new energy professionals are cultivated in multiple dimensions.
文摘课程思政教育是提升学生思想政治素养的重要手段。本文围绕计算机网络课程,提出了基于知识、能力和素质三个层次的思政教学模型,旨在系统、有机地融入思政内容,培养学生的社会责任感与伦理意识。通过“以学生为中心”的教学理念,结合案例教学和任务驱动教学,增强学生的参与感和思政内容的实效性。教学效果评估结果表明,学生在知识掌握、问题解决能力和思政素质方面均有显著提升。本文提出的思政教学模型可拓展应用于其他计算机类课程的思政教学,提供了有价值的实践参考。Curriculum-based ideological and political education is an important means of enhancing students’ ideological and political literacy. Focusing on the computer network course, this paper proposes a three-tiered teaching model based on knowledge, ability, and quality, aiming to systematically and organically integrate ideological content to cultivate students’ sense of social responsibility and ethical awareness. By adopting a student-centered teaching approach, combined with case-based teaching and task-driven methods, the model enhances student engagement and the effectiveness of the ideological content. The evaluation results show significant improvements in students’ knowledge mastery, problem-solving abilities, and ideological qualities. This ideological teaching model can be expanded to other computer-related courses, providing valuable practical insights.
