理工科课程混合式教学中课程思政的社交化实施及表现性评价  

Social Implementation and Performance Evaluation of Curriculum Ideology and Politics in Mixed Teaching for Science and Engineering Curriculums

作　　者：付英 刘贵彩 王嘉斌[1] 张新瑜[1] 张刚[1] FU Ying;LIU Guicai;WANG Jiabin;ZHANG Xinyu;ZHANG Gang(School of Civil Engineering and Architecture,University of Jinan,Jinan 250022,China)

机构地区：[1]济南大学土木建筑学院,济南250022

出　　处：《职业技术》2022年第10期22-27,共6页Vocational Technology

基　　金：山东省研究生教育质量提升计划(SDYAL20122);济南大学教学研究项目(培育项目)(JPY2002);济南大学一流课程(ZCKC2010)

摘　　要：基于理工科学生的思维特点、课程思政的任务和目的、混合式教学的时空特点,对理工科课程思政的社交化实施(IP-SI)及表现性评价(IP-PE)进行详细阐述。思政元素包括“思政主元素”和“思政辅元素”,它们在教学中的引入及渗入原则为“隐式”或“显隐结合式”。IP-SI目的是获得观点的实质性内化,IP-PE原则是关注学生发展,主要涉及评价主体的构成及评价规则的制定。According to the the thinking characteristics of science and engineering students,the task and purpose of curriculum ideology and politics,and time and space characteristics of mixed teaching,the social implementation(IP-SI)and performance evaluation(IP-PE)of curriculum ideology and politics for science and engineering curriculums are elaborated in this paper.The elements in curriculum ideology and politics include“main elements”and“auxiliary elements”,and the principle of their introduction and infiltration in teaching is“implicit”or“explicit and implicit combination”.The purpose of IP-SI is to obtain a substantial internalization of viewpoints.And the principle of IP-PE is to focus on the development of students,mainly including the composition of evaluation subject and the formulation of evaluation rules.

关 键 词：理工科课程 混合式 课程思政 社交化实施 表现性评价 

分 类 号：G642[文化科学—高等教育学] G434[文化科学—教育学]