Brief

   本书是一部关于全面育人视角下的高校课程思政建设的综合性研究著作，旨在为教育工作者、学者和政策制定者提供一个全面的框架，以理解和实施高校课程中的思政教育。书中深入探讨了高校课程思政的基本原理、课程设计与规划、教师角色与发展、学生参与和体验等关键领域，揭示了思政教育与课程整合的理论基础以及全面育人视角的重要性。通过系统性分析和实际案例研究，本书展现了如何在高等教育中有效整合思政教育，包括课程内容的多元化、教学策略、社会实践和网络与信息技术的应用。特别强调了教师的角色定位、教师队伍的建设以及教师与学生互动的策略，旨在提升教育质量并促进学生全面发展。此外，本书还关注了课程评估与改进、校园文化与环境的建设，以及管理与支持系统的重要性。通过理论与实践的结合，本书旨在探讨如何在高校中营造有利于思政教育的环境，并促进学生的个人和社会责任感的培养。
   整体而言，本书为高等教育中课程思政的建设和发展提供了宝贵的理论指导和实践策略，是高等教育工作者、政策制定者和研究人员不可或缺的参考书籍。


Catalog

第一章  高校课程思政的基本原理 ····································································· 1 

第一节  思政教育的定义与目标··································································· 1 

第二节  高校思政课程的历史演变································································ 5 

第三节  当代高校思政课程的特点································································ 9 

第四节  思政教育与课程整合的理论基础······················································ 13 

第五节  全面育人视角的重要性·································································· 17 

第二章  课程设计与规划 ················································································ 23 

第一节  课程目标的设定··········································································· 23 

第二节  课程内容的选择与编排·································································· 27 

第三节  教学方法的创新··········································································· 31 

第四节  课程评估与反馈机制····································································· 36 

第五节  跨学科课程的整合········································································ 41 

第三章  教师角色与发展 ················································································ 47 

第一节  思政教师的角色定位····································································· 47 

第二节  教师队伍的建设··········································································· 52 

第三节  教师专业发展与培训····································································· 57 

第四节  教师伦理与职业道德····································································· 62 

第五节  教师与学生互动的策略·································································· 66 

第四章  学生参与和体验 ················································································ 73 

第一节  学生主体性的培养········································································ 73 

第二节  学生参与课程设计的途径······························································· 78 

第三节  课外活动与思政教育的结合···························································· 83 

第四节  学生社团与思政教育····································································· 88 

第五节  学生领导力的培养········································································ 93 

第五章  课堂教学策略···················································································· 99 

第一节  激发学生兴趣的方法····································································· 99 

第二节  讨论与互动式教学······································································ 104 

第三节  多媒体与技术在教学中的应用······················································· 109 

第四节  反思与批判性思维的培养······························································114 

第六章  课程内容的多元化 ··········································································· 121 

第一节  传统文化的融入········································································· 121 

第二节  当代社会问题的探讨··································································· 126 

第三节  国际视野下的思政教育································································ 131 

第四节  科技进步与思政课程··································································· 134 

第五节  生态环境与可持续发展教育·························································· 141 

第七章  评估与改进····················································································· 147 

第一节  学生学习成果的评估··································································· 147 

第二节  课程满意度调查········································································· 151 

第三节  教学方法的持续改进··································································· 157 

第四节  课程内容的时效性更新································································ 163 

第五节  教育政策与课程调整··································································· 169 

第八章  校园文化与环境 ·············································································· 177 

第一节  校园文化的构建········································································· 177 

第二节  思政教育与校园环境··································································· 183 

第三节  文化活动与思政教育··································································· 189 

第四节  校园媒体的作用········································································· 194 

第五节  学生自治与思政教育··································································· 200 

第九章  社会实践与连接 ·············································································· 207 

第一节  社会实践的重要性······································································ 207 

第二节  实践活动的设计与实施································································ 213 

第三节  校企合作与思政教育··································································· 218 

第四节  社区服务与学生发展··································································· 224

第五节  国际交流与思政教育··································································· 229 

第十章  网络与信息技术的应用 ····································································· 237 

第一节  网络教学资源的开发··································································· 237 

第二节  在线教学平台的利用··································································· 243 

第三节  信息技术与课堂互动··································································· 248 

第四节  数字媒体与学生学习··································································· 254 

第五节  网络安全与思政教育··································································· 259 

第十一章  专题研究与创新 ··········································································· 265 

第一节  思政教育中的创新理念································································ 265 

第二节  专题研究的设计与实施································································ 270 

第三节  创新实践项目的开展··································································· 274 

第四节  学生科研与思政教育··································································· 278 

第五节  创新能力的培养········································································· 282 

第十二章  管理与支持系统 ··········································································· 287 

第一节  思政课程管理的有效策略····························································· 287 

第二节  资源配置与支持········································································· 292 

第三节  学校领导与思政教育··································································· 297 

第四节  家庭与社会的角色······································································ 301 

第五节  政策支持与发展趋势··································································· 305 

参考文献···································································································· 309

Author

曾云，男，出生于1982年，中国四川省内江市，硕士，讲师。现任重庆工程职业技术学院马克思主义学院思政课专职教师，系统讲授过《毛泽东思想和中国特色社会主义理论体系概论》《思想道德修养与法律基础》《形势与政策》《大学生职业生涯规划》《创新创业教育》等课程，是重庆市高校课程思政教学名师团队成员和重庆市线上线下混合式一流课程《毛泽东思想和中国特色社会主义理论体系概论》团队成员。主持拥有发明专利3项，分别是《学生教育档案管理系统》《一种课堂教学展示装置》《可折叠式思政教育展示装置》。主持校级重点科研课题5项，分别是《“双高”建设背景下构建“1+N”模式高职思政课与专业人才培养对接的路径研究》《新时代民族团结教育有效融入高职院校思政课教学的路径研究》《新时代年轻干部能力培养路径研究》《新职业教育法背景下高职思政课通过“1+N”模式助推“双高”专业提质培优的路径研究》《新职业教育法修订背景下推进中高职衔接思政课一体化建设的实施路径研究》《新形势下通过“一核两翼四支撑”体系建设特色鲜明、区域一流的高职示范马克思主义学院建设路径研究》；主研重庆市教委人文社会科学研究项目1项《高职院校大学生社会主义核心价值观教育的伦理维度研究与实践》；参编教材2部分别是《建筑工程资料管理》《测绘法规与项目管理》；发表北大核心期刊论文1篇《对灌区生态文明建设的思考》；发表的公开期刊论文有《高职思政课通过“1+N”模式助推“双高”专业提质培优的路径研究》《高校课程思政协同创新机制构建研究》等20余篇。


Cip

Cataloguing-in-Publication (CIP) programme 


Name(s): 曾云 . 

Title: 全面育人视角下的高校课程思政建设 / 曾云 著 . 

Description: Arts and Science Press Pte Ltd, Singapore, 2024. 

Identifier: OCN 1430405783 | ISBN 978-981-18-9658-3 (paperback) 

Subject(s): The Ideological and Political Construction of College Curriculum from the Perspective  of Comprehensive Education .|The Ideological and Political Construction of College Curriculum . 

BRN: 300039968 

Classification: DDC 370.7--dc23