校史文化融入中职思政课的现状调查与思考  

Investigation and Reflection on the Status Quo of the Integration of School History Culture into the Ideological and Political Courses in Secondary Vocational Schools

作　　者：戴幼玲[1] 刘圣兰[1] DAI You-ling;LIU Sheng-lan(Jiangxi Agricultural University,Nanchang Jiangxi 330045,China)

机构地区：[1]江西农业大学,江西南昌330045

出　　处：《萍乡学院学报》2022年第5期93-97,共5页Journal of Pingxiang University

基　　金：江西省基础教育课题(20SZUNDZH);江西省社科规划项目(19DJ04);江西省教科规划项目(19YB020)。

摘　　要：校史文化是学校在传承发展过程中凝练的精神财富,将校史文化融入思政课对提高思政课实效性和针对性具有重要意义。项目组调查发现,中职学校重视校史文化教育,且对校史文化育人价值的认同度高,将校史文化融入思政课的意识强烈但融入障碍不少、融入方式多样但与学生需求匹配度低、融入效果显著但激励机制缺失。为此,中职学校需要以“四个融入”促进“四个提升”,即“转变融入教育理念,切实提升融合效能”;“扩大融入资源挖掘,切实提升素材效能”;“增强融入激励引导,切实提升机制效能”;“增强教师融入本领,切实提升主体效能”。As condensed spiritual wealth in the inheritance and development of a school, school history culture is of great significance to improve the effectiveness and pertinence of Ideological and Political courses if integrated into the courses. According to the survey of the research team, secondary vocational schools attach great importance to the education of school history culture. The teachers speak highly of the value of school history culture in educating students. Although with strong awareness, they are confronted with many barriers;with quite a few methods, not many of them fit into the students’ needs;with some effect, there is little or no incentive to support it. Therefore, it is necessary for the secondary vocational school to improve the situation in four aspects by four kinds of integration, that is, to change the concept of the integration and promote efficiency of integration;to expand resources related to it and improve efficiency of resources;to introduce incentive system and increase efficiency of the system;and to strengthen professionalism of faculty and enhance efficiency of the main body.

关 键 词：校史文化 思政课 中职学校 

分 类 号：G711[文化科学—职业技术教育学]