“课程思政”理念的历史逻辑、制度诉求与行动路向  

Historical Logic of the concept “Curriculum Ideology and Politics”: Institutional Appeal and Action Orientation

作　　者：伍醒[1] 顾建民[2] WU Xing;GU Jianmin

机构地区：[1]浙江大学宁波理工学院马克思主义学院 [2]浙江大学教育学院

出　　处：《大学教育科学》2019年第3期54-60,共7页University Education Science

基　　金：2019年教育部人文社会科学研究青年基金项目"国别比较视域下‘课程思政’育人支持体系研究"(19YJC710053);浙江省教育科学规划重点课题"基于教学质量提升的高校思政理论课‘微化’教学模式研究"(2017SB089)

摘　　要："课程思政"突出了课程建构精神的育人内涵,提出了"以德为先"的课程价值论以及"立德""求知"相统一的课程发展观,是课程理论对"立德树人"理念的具体阐释。从比较的视野看,西方知识道德论的厚重传统开辟了"学以进德"的逻辑理路,彰显了课程知识道德与价值意义的历史逻辑。我国高校实施"课程思政",旨在推动课程目标、课程内容、课程实施、课程评价的制度改进,完善"立德树人"系统化落实机制。在行动层面,"课程思政"须将课堂作为主要场所,倚重师生作为改革行动者的能动作用,引导教师转换教学思维,引导学生进行深度学习和行动。"Ideology and Politics of Curriculum" highlights the educational implication of the spirit of curriculum construction. It puts forward the curriculum theory of "taking morality as the first" and the view of the unification of "morality" and "knowledge seeking" in curriculum development, which is the concrete explanation of curriculum theory to the idea of "establishing morality and cultivating people". From a comparative perspective, the tradition of western theory of knowledge morality opens up the logical way of learning by virtue, which reveals the historical logic of the moral and value significance of curriculum knowledge. The implementation of the idea "ideology and politics of Curriculum" in Chinese universities aims to improve the curriculum objectives, curriculum content, curriculum implementation and curriculum evaluation, and to improve the systematic implementation mechanism of moral education. At the operational level, it must regard classroom as the central place, rely on the active role of the teachers and students as the reform actors, guide teachers to change their teaching philosophy, and guide students to learn in depth.

关 键 词：课程思政 立德树人 学以进德 深度教学 

分 类 号：G641[文化科学—高等教育学]