畅谈中国设计故事:高职课程思政教学改革探索——以《设计概论》课程为例  

Talking about the Story of Chinese Design: Exploration of Ideological and Political Teaching Reform in Higher Vocational Courses——Take the Course “A Survey to Design” as an Example

作　　者：李东山 江滨[2] 刘雯雯 LI Dong-shan;JIANG Bin;LIU Wen-wen(School of Textile and Clothing,Guangzhou University,Guangzhou Guangdong 510000;School of Fine Arts,Shanghai Normal University,Shanghai 200233;School of Fine Arts,Guangdong Normal University of Technology,Guangzhou Guangdong 510000,China)

机构地区：[1]广州大学纺织服装学院,广东广州510000 [2]上海师范大学美术学院,上海200233 [3]广东技术师范大学美术学院,广东广州510000

出　　处：《湖北开放职业学院学报》2022年第20期150-152,共3页Journal of Hubei Open Vocational College

基　　金：广东省高等教育学会职业教育研究会2021年一般课题“职业教育提质培优背景下设计学课程融入课程思政的实践探索”阶段性成果(项目编号:GDGZ21Y061);广东技术师范大学2022年校级教改研究一般项目“设计教育视域下工匠精神的当代价值与培育研究——以产品设计专业(首饰模块)为例”(项目编号:991692063)。

摘　　要：以“中国设计故事”作为媒介,融入“设计概论”的课程思政教学改革中,通过分析和比对找寻与该课程教学内容联系紧密的设计故事,并深入挖掘设计故事所蕴含的思政元素,将其有机融入课程教学实践中。同时注重教学前、教学中、教学后的联动关系,以“深度学习”教学模式为融合手段提升学科教学与课程思政融合的效能,培养高素养的高职人才。Taking “Chinese design story” as the medium, it is integrated into the ideological and political teaching reform of the course “A Survey to Design”. Through analysis and comparison, the design story closely related to the teaching content of the course is found, and the ideological and political elements contained in the design story are deeply explored, so that it can be integrated into the teaching practice of the course. At the same time, we should pay attention to the linkage between pre-teaching, in-teaching and post-teaching, and take the “deep learning” teaching mode as the integration means to improve the efficiency of the integration of subject teaching and curriculum ideology and politics, and cultivate high-quality vocational talents.

关 键 词：中国设计故事 课程思政 深度学习 职业教育 

分 类 号：G642[文化科学—高等教育学]