大中小学思政课一体化建设的逻辑向度及实践进路  

The Logical Dimension and Practical Approach of the Integrated Construction of Ideological and Political Courses in Universities, Primary and Secondary Schools

作　　者：奉元圆 FENG Yuan-yuan(College of Foreign Language Education,China West Normal University,Nanchong 637009,China)

机构地区：[1]西华师范大学公共外语学院,四川南充637009

出　　处：《西华师范大学学报（哲学社会科学版）》2022年第6期113-119,共7页Journal of China West Normal University:Philosophy & Social Sciences

基　　金：南充市社科规划项目(NC2020B016);四川省大学生思想政治教育研究中心项目(CSZ21014);四川省高校思想政治教育“程静名师工作室”研究成果。

摘　　要：大中小学思政课一体化建设符合立德树人根本遵循,是思政课发展的内在要求和必然趋势。融合目标设计和问题导向、统筹整体方案和实施过程、坚持政治引领和协同育人是大中小学思政课一体化建设的逻辑向度的主要表征。当前,大中小学思政课一体化建设存在课程内容脱节、课程内容重复及大中小学思政课教师之间的互动缺失等问题。一体化建设成效有赖于五个路径的构建和实施:“全域化”导向下的育人目标体系构建、“全学段”指引下的统筹衔接教学内容的设计、“多主体”参与下的协同合作育人、“专业化”背景下的师资队伍建设的支持、“发展性”理念下的评价改革机制的建立。The integration construction of ideological and political courses in universities, primary and secondary schools is in line with the fundamental principle of fostering virtue through education, which is the internal requirement and inevitable trend of the development of Ideological and political courses.Integrating with goal design and problem orientation, coordinating the overall plan and implementation process, and adhering to political guidance and collaborative education are the main symbols of the logical dimension of the integration of ideological and political courses in universities, primary and secondary schools.At present, there are some problems in the integration construction of ideological and political courses, such as the disconnection and the repetition of curriculum content, and the lack of interaction among Ideological and political teachers in each stage.The effectiveness of integration construction depends on the construction and implementation of five paths: construction of educational target system under the guidance of “globalization”,design of integrated teaching content under the guidance of “whole learning stage”,collaborative education under the participation of “multi subjects”,support for the construction of teaching staff under the background of “specialization” and establishment of evaluation reform mechanism under the concept of “development”.

关 键 词：一体化 思政课建设 逻辑向度 实践进路 

分 类 号：G41[文化科学—教育学]