| 吴应嘉, 吴东京, 吴淑雷, 薛以胜.思政元素融入大学计算机基础课程的探索[J].海南师范大学学报自科版,2026,(1):119-126 |
| 思政元素融入大学计算机基础课程的探索 |
| Exploration of Integrating Ideological and Political Elements into Course of University Computer Fundamentals |
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| DOI：10.12051/j.issn.1674-4942.2024.04.015 |
| 中文关键词: 大学计算机基础课程受众广泛、育人潜力显著，是推进课程思政建设的重要载体。该课程的教学实践致力于将价值塑造融入知识传授与能力培养全过程，成为落实立德树人根本任务的关键路径。本文结合教学实践，在分析思政元素融入必要性的基础上，提出4项具体实施举措：一是着力强化授课教师政治素养与思政教育能力，提升课程思政教学实效 二是积极推进教育教学模式与方法改革，通过研讨式、案例式、情境式等教学方法促进思政元素与课程教学内容的有机融合 三是深入挖掘与课程内容适配的思政元素，将其有机融入教学案例，实现知识传授与价值引领协同推进 四是推动计算机专业教师与思政专业教师组建课程思政联合教研组，形成育人合力，提升思政融入的针对性与专业性。上述教学实践取得了较好的育人效果，增强学生的爱国情感与理想信念，明显提高科技伦理规范与社会责任的关注度 同时，有效激发了人文社科类学生对计算机科学技术的学习兴趣与探索热情。这为高校同类公共基础课程开展课程思政建设提供了可参考的实践经验。 |
| 英文关键词: 大学计算机基础课程 课程思政 联合教研组 教学改革 文化自信 |
| 基金项目:海南师范大学教育教学改革研究资助项目（hsjgsz2024-03、hsjg2025sz-02）；海南省高等学校教育教学改革研究资助项目（Hnjg2025ZD-27） |
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| 中文摘要: |
| 大学计算机基础课程受众广泛、育人潜力显著，是推进课程思政建设的重要载体。该课程的教学实践致力于将价值塑造融入知识传授与能力培养全过程，成为落实立德树人根本任务的关键路径。本文结合教学实践，在分析思政元素融入必要性的基础上，提出4项具体实施举措：一是着力强化授课教师政治素养与思政教育能力，提升课程思政教学实效；二是积极推进教育教学模式与方法改革，通过研讨式、案例式、情境式等教学方法促进思政元素与课程教学内容的有机融合；三是深入挖掘与课程内容适配的思政元素，将其有机融入教学案例，实现知识传授与价值引领协同推进；四是推动计算机专业教师与思政专业教师组建课程思政联合教研组，形成育人合力，提升思政融入的针对性与专业性。上述教学实践取得了较好的育人效果，增强学生的爱国情感与理想信念，明显提高科技伦理规范与社会责任的关注度；同时，有效激发了人文社科类学生对计算机科学技术的学习兴趣与探索热情。这为高校同类公共基础课程开展课程思政建设提供了可参考的实践经验。 |
| 英文摘要: |
| University computer fundamentals course, with its wide-ranging student population and considerable potential in fostering students' development, serves as an important carrier for promoting the development of ideological and political education in courses. The teaching practice of this course is dedicated to integrating value shaping into the entire process of knowledge transmission, making it a key pathway for implementing the fundamental task of "building strong moral character." Drawing on teaching practice, and on the basis of analyzing the necessity of incorporating ideological and political elements, this paper proposed four specific implementation strategies, (1) strengthening instructors' political literacy and their capacity for ideological and political education to improve the effectiveness of curriculum-based ideological and political teaching; (2) actively promoting reforms in teaching models and methods, and adopting approaches such as discussion-oriented, case-based and scenario-based teaching to facilitate the organic integration of ideological and political elements with course content; (3) deeply mining ideological and political elements aligned with the course topics and embedding them into teaching cases, thereby advancing knowledge instruction and value guidance in a coordinated manner; (4) promoting the formation of joint teaching and research groups comprising computer science faculty and ideological-political education specialists to form synergies in education and enhance the relevance and professionalism of ideological-political integration. The aforementioned teaching practices have yielded favorable educational outcomes, enhancing students' patriotic sentiments and ideological convictions while significantly increasing their awareness of technological ethics and social responsibility. Meanwhile, these efforts have effectively stimulated humanities and social science students' interest and enthusiasm for exploring computer science and technology. This provides practical, referable experience for the development of curriculum-based ideological and political education in similar public foundational courses at higher education institutions. |
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