实施“课程思政”需要确立六种思维  

Six Kinds of Thinking Needed for the Implementation of "Curriculum Ideology"

作　　者：王淑琴[1] WANG Shuqin(School of Political History,Jinzhong University,Jinzhong 030600,China)

机构地区：[1]晋中学院政治与历史学院

出　　处：《山西高等学校社会科学学报》2019年第11期70-76,共7页Social Sciences Journal of Universities in Shanxi

基　　金：国家社科后期资助项目“‘八个统一’视域下思想政治理论课改革创新研究”(19FKSB031);山西省哲学社会科学项目“思政课改革创新坚持政治性与学理性相统一研究”(2019B222);山西省教育厅项目“《马克思主义基本原理概论》课程教学中微信公众平台的应用研究”(2018JGSZ003);2019年度晋中学院“1331工程”重点创新团队立项资助“课程思政与思政课程融合育人研究团队”(院科字[2019]6号)之阶段性成果

摘　　要：“课程思政”是旨在将思想政治教育贯穿在课程教学和改革的各个环节,深入挖掘各门课程的育人元素和思政元素的一种课程教育理念和实践。实施“课程思政”理念需要确立协同思维、隐性思维、特色思维、情感思维、复合思维和创新思维六种思维方式,从高校进行人才培养的专业建设和学科建设的交叉点即课程入手,实现高校立德树人的根本任务。"Curriculum ideology"is a kind of curriculum education concept and practice,which aims at integrating ideological and political education into all aspects of curriculum teaching and reform,and deeply excavating the educational elements and ideological and political elements of each course.In order to carry out the concept of"curriculum ideology",it is necessary to establish six modes of thinking,such as cooperative thinking,implicit thinking,characteristic thinking,emotional thinking,compound thinking and innovative thinking,and realize the fundamental task of talent cultivation from courses,or rather,the intersection of specialty construction and discipline construction in colleges and universities.

关 键 词：课程思政 思政课程 思维方式 

分 类 号：G642[文化科学—高等教育学] G641[文化科学—教育学]