Research on the Role of Democratic Parties in Colleges and Universities in Building Morality and Cultivating People: Taking the General Branch of the Democratic League of Huizhou College as an Example

This article takes the general branch of the Huizhou College of the Democratic League of Huizhou College in recent years as an example. Through literature review, field research, case analysis, and other research methods, it summarized how the Democratic League of Huizhou College made good use of various activity carriers in ideological and political education. It combined discipline construction, scientific research platforms, school-government-enterprise, and other cooperation platforms. From educational methods to subject transformation and integration, and from daily teaching to social practice, it promoted the role of college teachers in the alliance to play the role of cultivating people in the era of college education reform. The aim was to put forward that in educating others, they should first educate themselves, teachers had two-way morality in terms of teacher ethics and professionalism, effectively integrated ideological and political courses into professional teaching and practice, and realized waiting for flowers to bloom in the “context”1 teaching environment like the cultivation effect of salt in water.

Ideological and Political Elements Exploration in the Course of “Physical Geography”

“Physical Geography” is a course to study human beings and the environment, revealing the basic characteristics, formation mechanism and development laws of various physical geography elements, with rich ideological and political elements and high moral value, and is an important course to cultivate geographical professional interests and enhance national pride. By fully sorting out the ideological and political resources contained in the curriculum, deeply excavating the ideological and political elements, and reasonably designing the integration, this paper analyzed the dimensions of ideological and political education in the physical geography curriculum. Taking professional knowledge as the main line, the educational elements in five aspects were refined, namely, philosophical thinking, power of a big country, patriotism, strict science, and aesthetic education. This paper established the ideological and political element system of the curriculum, and achieved the moral education of the professional curriculum moisturizing and silent effect.

The Way to Realize the Morality-establishing and Talent-cultivating Responsibilities of Postgraduate Tutors in Agricultural and Forestry Universities

With the continuous expansion of postgraduate enrollment in China,the phenomenon of postgraduate tutors'experiencing dereliction of duties,morality and behavior in colleges and universities has become prominent in recent years.It has repeatedly attracted widespread attention from the whole society,producing a negative impact on postgraduate education.Agricultural and forestry universities take root at the grassroots level,serve agriculture,rural areas and farmers,have simple and practical education characteristics,and have made positive adjustments to mutual assistance between teachers and students,teachers'self-examination and regulatory system.This article analyzes the reasons for the current unethical and dishonest behaviors of postgraduate tutors in colleges and universities from the perspective of postgraduate tutors,and puts forward the implementation mechanism of the morality-establishing and talent-cultivating responsibilities of postgraduate tutors in agricultural and forestry universities combined with the school-running characteristics and practical experience of agricultural and forestry universities,so as to provide a reference for the construction of postgraduate tutor teams in colleges and universities.

Mindfulness,Smile,Choice,Practice:Thoughts Based on Improving the Mental Health of Adolescent Secondary Vocational Students

Through the results of observations,questionnaires,tests,and other aspects from students,parents,teachers,schools,and society,we deeply explored the reality in the current education process of secondary vocational students,and actively thought about how to improve the current reality.We also explored the views and concepts more suitable for current students and times,created better educational and teaching activities to enhance students’perception and experience,so that students can truly enjoy the process,accumulate psychological resources and energy,and successfully complete the tasks of adolescent personality identity and development.Students can follow the self-education path of mindfulness,smile,choice,and practice,truly improve the level of mental health,and lay a solid foundation for becoming high-quality and highly-skilled talents.

The Construction of ARCS Class Model for Moral Education in Colleges and Universities

Moral education is a part of talent training.Based on the analysis of the current situation of moral education in colleges and universities,this study systematically analyzes the ideological and political position of local college students,their ideological and moral character,as well as moral characterization through questionnaire,interview,induction,and factor analysis;then,the existing problems in moral education are summarized as follows:the mode of moral education is rigid,students'subjectivity and subjective initiative are disregarded,spoon-feeding is common,and a single theme is used.The form and content are not relevant to students'life,and they do not stimulate students'interest in learning;in addition,the effect of moral education is not evident.Based on the above problems,this study fully considers the students'subjectivity and subjective initiative.In line with the goal of moral education in colleges and universities,the ARCS model is constructed for moral education.Through pre-class flipped classroom,problem-based learning(PBL)during classes,as well as the summary and reflection after classes,the function of moral education for self-education,self-management,self-reflection,and sel&service can be realized.

立德树人视阈下高校武术课程思政实践路径研究

立德树人是高校教育的根本任务,武术课程作为高校教育的重要组成部分,推进武术课程思政改革,完成立德树人根本任务,已成为当前高校体育教育的研究热点。通过文献资料法、比较分析法及文化学视角对立德树人的内涵进行分析,理清立德树人与高校武术课程思政的逻辑关系,提出通过挖掘和提炼武术德育因子,融课程思政于武术教育过程立德。研究认为:通过武术教学、武术课外锻炼与训练、武术竞赛等实践活动能够培育人才;通过培养德才兼备的人完成立德树人根本任务,达到高校武术课程思政的教育目的。

立德树人视角下课程设置对大学生德育素养的影响研究--以经济学专业为例

人才是第一资源,经济学人才更是推动产业结构优化升级,提升国家整体竞争力,实现经济高质量发展的重要引擎。因而,培养具备较高德育素养的经济学人才是高等教育的重要目标。良好的培养模式是提升经济学人才德育素养的主要推力,其中,课程设置是培养模式的核心组成部分,该文在立德树人视角下,使用问卷调查数据,实证检验课程设置对经济学专业人才的德育素养影响。研究结果表明,课程设置对高校学生德育培养具有显著促进作用,其中课程设置对学生创新能力的影响最大。高校应不断更新优化课程设置,包括增加实践性课程的比重,加强学生综合素质教育以培养创新思维和实践能力,提供多种形式的实践机会等方面提升经济学专业人才的德育素养。

导师“立德树人”育人能力的提升策略与评价机制

当前国际环境纷繁复杂,国内发展面临新挑战,经济下行压力进一步加大,牢牢把握研究生教育的政治方向,对推动科技创新、促进社会发展具有关键作用。为此,根据研究生招生规模与研究生教育质量之间的不协调,提出导师育人能力的提升途径和方法。通过明确导师育人为本、德育为先的重要性,从治身、治学、育心、育才四个方面建立合理的研究生导师评价体系。导师育人能力是提升研究生培养质量的关键,导师评价体系则是促进导师育人能力的保障,两者相辅相成,为发挥研究生导师“立德树人”第一责任人的作用在培养模式和制度举措方面提供理论指导。

国门安全重于山家国情怀敢担当——《动植物检疫学》课程思政的教学设计与实践

《动植物检疫学》是一门集专业性、技术性、法规性于一体的专业课程,在与思政教育相融合、相促进上有着得天独厚的教学优势。课程团队在教学中开展线上线下混合式的课程思政实践,在实施过程中确立了“绿色、生态、安全、人文、经济、创新”6个课程思政建设的目标,从绿色生态教育、法制爱国教育、职业素养培养3个方面发掘思政案例。通过线上线下多维课堂、案例教学、讨论教学和角色扮演等进行思政教学实践,进而培养学生的家国情怀、科学与人文精神,实现价值塑造、能力培养和知识传授的全面育人目标。

新工科背景下电子信息类专业课教学改革与实践

基于OBE理念,对电子信息类专业课进行了“1中心+3融合+5驱动”的教学改革实践,搭建“四方联动”的教学环境,设计“全方位”考评机制,落实立德树人根本任务和“两性一度”培养目标,为新工科背景下的电子信息类专业创新型人才培养奠定基础。

红色经典阅读融入高校思政课的价值与策略

高校思政课是实现立德树人根本任务的重要途径,其多样化的教学方式,如案例分析、小组讨论和运用智慧课堂等,在众多高校中都取得了一定成效。红色经典作为红色文化的重要组成部分,具有极高的教育价值和历史价值,符合思政课立德树人的根本使命。红色经典阅读是传承红色基因的必然要求,更是实现爱国主义教育的有效方式。红色经典阅读融入思政课有助于引领学生了解中国共产党的革命历史,使学生对革命故事和革命榜样产生共鸣,有助于赓续红色血脉。针对目前仍存在历史虚无主义的冲击、大学生对红色经典的重视程度不够、红色经典在思政课中参与度较低的情况,从加大历史教育力度、创新教学方式、提高教师素质和构建合理的考评体系四方面推动红色经典阅读融入思政课,已成为高校思政课的重要任务。

中华优秀传统文化融入高校思想政治教育的困境与进路

中华优秀传统文化蕴含着深厚的民族信念和民族精神,也蕴含着坚实的文化自信底蕴。为贯彻落实高校思想政治教育“以文化人、以文育人”的教育理念,实现立德树人的根本任务,厘清中华优秀传统文化融入高校思想政治教育的困境与进路是十分必要的。在高校思想政治教育中融入中华优秀传统文化,是提升大学生文化自信的现实需要,是中华优秀传统文化的传承需要,更是高校思想政治教育的发展需要。然而,在当前思想政治教育工作中,一些高校对中华优秀传统文化的弘扬并未充分重视,一些学生对中华优秀传统文化的传承存有偏见。树立传统文化自信、完善传统文化教育体系、拓展传统文化教育模式是推动中华优秀传统文化融入高校思想政治教育的有效路径。

立德树人视域下医学院校协同体验式教学探索与实践

笔者通过创建包含思政元素的视频化病例进行体验式教学,探索以立德树人为培养目标的泌尿外科临床教学模式,以提升临床医学生的理论知识、实践能力和人文素养,从而实现价值塑造、能力培养、知识传授三位一体的教学目标。

高职院校课程劳育立德树人的现实要义、实施主线与推进路径

立德树人是我国教育的根本任务,也是各级各类教育活动的办学准则。高职院校实施课程劳育是落实立德树人根本任务的现实要求。高职院校在实施课程劳育的过程中应把握好三条主线,以守正创新为纲、以人的全面发展为本、以隐显并用为器,通过课程劳育筑牢立德树人基石。新时代,高职院校实施课程劳育应立足于坚持新时代马克思主义劳动观引领,找准思政课与劳动教育融合点,丰富实践教育中的劳动元素,推动课程体系和劳动教育评价改革。

新医科背景下中药药理学课程思政的探讨

中药药理学是中医药类院校的一门重要的专业必修课。主要内容包括对中药功效、有效成分、药理作用、作用机制及病理模型的造模方法,其中涉及的主要思政元素包括中医药文化、药食同源、实验动物伦理学等相关内容,这为中药药理学课程思政的融入提供了有效的载体。为实现立德树人的根本任务,本文以新医科为背景,通过对相关政策文件的解读及相关的教学案例和教学方法的应用,在中药药理学的教学设计中融入思政元素,通过与学生谈心及对学生发放调查问卷等形式了解课程思政的效果,结果表明,在课堂中融入相关的思政元素,不仅能够提高学生学习的积极性,同时对他们树立正确的价值观、人生观、生命观及对中医药文化的热爱具有重要的帮助。

构建高职立德树人教学团队的挑战及对策研究

高职教育是教育事业中不可或缺的一部分,“立德树人”是教育的根本任务。文章探讨了高职教育中教师如何更好地落实“立德树人”的使命与责任,提出了打造“思政教师—辅导员/班主任—专业教师”三位一体立德树人教学团队的对策和建议,以期进一步推动高职教育的发展。

融合思政元素的混合式教学模式在《生物化学》教学中的应用探索

目的在医学基础课《生物化学》教学中,探索融合思政元素的混合式教学模式的应用效果。方法2021年8月—2022年12月,选择齐齐哈尔医学院2020级本科二年级临床医学专业9~12班接受《生物化学》教学的188名学生为对照组,采用传统教学模式;2021级本科二年级临床医学专业5~8班接受《生物化学》教学的193名学生为试验组,采用融入思政元素案例的混合式教学模式。通过比较2组学生期末理论考试、平时成绩(平时随堂测试、课堂表现)和总评成绩,评价融合思政元素的混合式教学模式的教学效果。根据试验组学生的调查问卷,了解学生对新教学模式的满意度。结果试验组学生总评成绩为(85.03±10.80)分,高于对照组的(80.75±10.39)分,差异有统计学意义(P<0.001)。总评成绩中试验组期末理论考试成绩为(51.84±11.03)分、平时随堂测试成绩为(23.80±2.83)分,课堂表现成绩为(9.39±0.75)分,分数均高于对照组的(49.48±7.33)分、(22.12±5.55)分和(9.15±0.85)分,差异有统计学意义(P<0.05)。调查问卷结果表明,在思政素养和科研素质培养相关的8个方面,试验组70%以上的学生对融入思政元素案例的混合式教学模式满意。结论融合思政元素案例的混合式教学模式能够提高教学效果,培养学生政治素养和科研素质,符合立德树人的教学目标。

地方高校专业课教学中课程思政的融入研究——以材料成型及控制工程专业注塑工艺及模具设计课程为例

为切实落实立德树人根本任务,作为地方高校教师在授课过程中必须树立将价值塑造、知识传授和能力培养三者融为一体、不可割裂的价值观。该文根据地方高校现状进行学情分析,从目前的专业课程教学中课程思政融入存在的问题分析入手,对材料成型及控制工程专业注塑工艺及模具设计课程教学中课程思政融入的思路、途径及内容进行系统的分析和阐述,为专业课程教学中进行课程思政的融入起到抛砖引玉的作用。

新时代体育教师师德师风建设的维度表征、主要问题与推进路径

党的二十大报告明确提出,要“加强师德师风建设,培养高素质教师队伍,弘扬尊师重教社会风尚”,这为教师铸魂育人的角色定位提出了新时代的要求。学校体育是教育的重要组成部分,而体育教师的师德师风在落实学校体育目标过程中又发挥着关键作用。研究表明,新时代推进体育教师师德师风建设主要体现在四个维度:以德立身——体育教师应先正己;以德施教——体育教师应注重“以体育德”;以德立学——体育教师应严谨治学;以德育德——体育教师应积极化人。当前体育教师师德师风建设主要存在专业特色不够突出、失范行为红线有待廓清、落实载体虚化、评价体系有待健全等问题。未来推进体育教师师德师风建设的路径:做好体育教师师德师风建设顶层设计;开发体育教师师德师风的培训研修课程;坚持师德师风建设的底线思维与高标引领;以“课程思政”为重要载体落实体育教师师德师风建设;健全科学的体育教师师德师风评价体系。

新时代“大思政课”理念的形成逻辑

集政治属性、育人属性和社会属性为一体的“大思政课”作为新时代思政课建设的最新成果,其形成蕴含着深刻的理论逻辑、历史逻辑和现实逻辑。从理论逻辑看,“大思政课”是马克思主义思想政治教育观、人学观和社会观在思政课教学中的具体体现;从历史逻辑看,“大思政课”是新中国成立以来思政课建设历史经验和历史规律的深刻总结;从现实逻辑看,“大思政课”是时代新人培养的现实需要。深刻领悟这三重逻辑及其内在辩证统一关系是全面把握“大思政课”的内涵价值、功能实现和科学善用的根本前提。