基于认知弹性理论的课程思政实践反思与改进路径  

Reflection and Improvement Path of Curriculum Ideology and Politics Practice Based on Cognitive Flexibility Theory

作　　者：李莉[1] 刘聪聪 LI Li;LIU Cong-cong(College of Culture and Media,West Anhui University,Lu’an Anhui 237012,China)

机构地区：[1]皖西学院文化与传媒学院,安徽六安237012

出　　处：《湖北开放职业学院学报》2023年第17期110-113,共4页Journal of Hubei Open Vocational College

基　　金：安徽省重点教学研究项目“地方应用型本科高校广告学专业课程思政理论与实践探索”(项目编号:2020jyxm2131);安徽高校人文社会科学研究重点项目“新媒体视域下廉政公益广告效果评估与提升研究”阶段性成果(项目编号:SK2020A0387);2021年度安徽省高等学校省级质量工程社会实践课项目《影视广告创作》(项目编号:2021shsjkc031)。

摘　　要：随着我国高校课程思政改革不断推进,专业教师能否胜任课程思政教学问题日益突出。运用认知弹性理论研究发现,对教学内容与教学材料现实性和复杂性体现不足,对教学案例自身弹性认识不足,对案例与概念多维交叉设计不足和教学方法单一是造成这些现象的主要原因。区分教学内容性质,凸显专业知识弹性;改进课程思政教学方法,加大专业实践领域课程思政实施力度和丰富课程思政评价维度是改进课程思政教学有效途径。With the continuous development of curriculum ideology and politics reform in colleges and universities in China,the problem of whether professional teachers are competent in curriculum ideology and politics teaching is becoming increasingly prominent.Using the cognitive flexibility theory,it is found that the main reasons for these phenomena are the insufficient representation of the reality and complexity of teaching content and teaching materials,the insufficient understanding of the flexibility of teaching cases,the insufficient multi-dimensional cross design of cases and concepts,and the single teaching method.The effective ways to improve curriculum ideology and politics teaching are to distinguish the nature of teaching content,highlight the flexibility of professional knowledge,improve curriculum ideology and politics teaching methods,strengthen the implementation of curriculum ideology and politics in the field of professional practice and enrich the evaluation dimension of curriculum ideology and politics teaching.

关 键 词：课程思政 认知弹性理论 案例教学 

分 类 号：G641[文化科学—高等教育学]