基于“沟通认知差异”的课程思政教学改革探讨  

An Exploration of Ideological and Political Course Teaching Reform Based on"Communication Cognitive Differences"

作　　者：么秀杰 YAO Xiu-jie(Jining Normal University,Ulanqab 012000,Inner Mongolia)

机构地区：[1]集宁师范学院经济与管理学院,内蒙古乌兰察布012000

出　　处：《集宁师范学院学报》2020年第3期109-114,共6页Journal of Jining Normal University

摘　　要：本文立足于分析思想政治教育过程中大学生与教师的认知结构差异,构建以思政课程、综合课程、专业课程三大课程体系的认知结构沟通模型。一方面充分发挥学生自身“科技加持的亚文化自信”特点,通过“真实情景再现”引导改变学生片面认知结构;另一方面正确认知教师政治思想现状,提出改善教师思政水平。基于交互认知模型分析,构建教师与学生“彼此充分理解”的心理沟通机制,实现教师对学生“充分理解前提下”交互认知的课程思政效果,达到施教者与受教者的思想政治教育与综合人文教育、专业能力教育三者“同向同行”。Based on the analysis of the cognitive structure differences between college students and teachers in the process of ideological and political education,this paper establishes a cognitive structure communication model based on the three major curriculum systems of ideological and political courses,comprehensive courses and professional courses.On the one hand,it gives full play to the characteristics of students'own"subculture self-confidence enhanced by science and technology"and guides the change of students'one-sided cognitive structure through"reappearance of real scenes";On the other hand,it helps correctly recognize the current situation of teachers'political ideology in order to make improvement.Based on the analysis of the interactive cognitive model,a psychological communication mechanism of"fully mutual understanding"between teachers and students is established to realize the ideological and political effect of the interactive cognition of teachers to students"under the premise of full understanding"and to achieve the"same direction"of ideological and political education,comprehensive humanistic education and professional ability education for both teachers and recipients.

关 键 词：认知差异 结构化 课程思政 

分 类 号：G420[文化科学—课程与教学论]