工匠精神和高校课程思政融合的逻辑、困境与对策  

The Logic,Dilemma and Countermeasures of the Integration of Craftsman Spirit into Curriculum Ideological and Political Education in Universities

作　　者：赵昌木[1] 李德华[2] ZHAO Changmu;LI Dehua(Shandong Normal University,Jinan 250357,China;Shandong Jiaotong University,Jinan 250357,China)

机构地区：[1]山东师范大学,山东济南250357 [2]山东交通学院,山东济南250357

出　　处：《工业技术与职业教育》2023年第5期70-73,共4页Industrial Technology and Vocational Education

基　　金：教育部人文社会科学规划基金项目“工匠精神的师徒传承:技艺型人才培养模式研究”(项目编号:17YJA880103),主持人赵昌木;中国交通教育研究会交通教育科学研究课题“传统文化融入交通类院校大学英语课程思政的路径研究”(项目编号:JTYB20-206),主持人李德华。

摘　　要：工匠精神是高校课程思政建设的必要元素,工匠精神的培育有利于高校更好地落实立德树人的根本任务;有利于高校培养创新型人才,助力“中国智造”;有利于大学生专业素养的养成。但是,工匠精神融入高校课程思政的过程会遭遇现实困境,比如顶层设计困境、认知偏见和方法不当等。针对上述问题,整体规划课程思政设计,客观理解工匠精神的内涵和价值,实施全场域教学成为工匠精神与高校课程思政建设融合的路径。Craftsman spirit is a necessary factor for the ideological and political construction of university curriculum,which is conducive to better implementing its fundamental task of cultivating innovative talents and helping“Made in China”,and cultivating college students'professional quality.However,the integrating process will encounter practical difficulties,such as top-level design,cognitive bias and improper methods.Therefore,with the overall planning of the ideological and political design of the curriculum,and the objective understanding of the connotation and value of the craftsman spirit,teachers'full-field teaching has become the path to integrate the craftsman spirit with the ideological and political construction of the university curriculum.

关 键 词：工匠 工匠精神 课程思政 思政教育 

分 类 号：G641[文化科学—高等教育学]