情境学习理论在课程思政教学中的探索与实践——以“劳动法与劳动关系”为例  

On the Practice of Situational Learning Theory in Curriculum Ideological and Political Teaching with Labor Law and Labor Relations as an example

作　　者：贺国荣[1] 任大廷 HE Guorong;REN Dating(College of Management,Sichuan Agricultural University,Ya’an 625014,Sichuan,China;College of Humanities,Sichuan Agricultural University,Ya’an 625014,Sichuan,China)

机构地区：[1]四川农业大学公共管理学院,四川雅安625014 [2]四川农业大学人文学院,四川雅安625014

出　　处：《合肥学院学报（综合版）》2024年第1期132-138,共7页Journal of Hefei University：Comprehensive ED

基　　金：2021年四川省教育厅教研项目“新时代农林高校人力资源管理人才‘三维协同’培养模式创新与实践”(JG2021-462);2022年度四川农业大学社科艺体研究专项项目“新时代高校大学生劳动法治素养现状及培养机制的研究”(2022SYZD01);2022年四川省省级课程思政示范课程《劳动法与劳动关系》课程建设阶段性成果。

摘　　要：基于知识生成过程的情境性特点,情境学习理论主张情境化教学。应用于课程思政教学实践大致表现为:课程思政德育目标应兼备社会情境性和专业关联性;课程思政元素素材可以着眼于学科专业知识生成过程的历史情境线索、面向社会经济发展的现实问题、学科知识创生提出者的个体背景等方面;采取教学对话和小组讨论等激发学生参与、情感共鸣的情境化教学方法,有助规范性知识的深层理解;情境模拟、观摩走访、课程实习等需要学生行动参与的实践教学,能更好贯通价值认知与价值实践。以具体课程为例,具体展示情境学习理论在课程思政教学中的应用。The curriculum ideological and political construction has entered the practical exploration stage.Compared with the goal of cultivating talents,the goal of ideological,political and moral educa⁃tion of the curriculum has two particularities:its teaching content is normative knowledge,while its psychological components are value judgment and emotional experience.Based on the situational char⁃acteristics of knowledge generation,situational learning theory advocates situational teaching.Applied to the teaching practice of curriculum ideological and political education,its goal should have both so⁃cial context and professional relevance;the material of ideological and political elements of the curric⁃ulum can focus on the historical context clues of the generation of discipline knowledge,the practical problems facing social and economic development,and the individual background of the originator of discipline knowledge;adopting situational teaching methods such as teaching dialogue and group dis⁃cussion to stimulate students’participation and emotional resonance is helpful to the deep understand⁃ing of normative knowledge;situational simulation,observation and visit,course practice and other practical teaching methods that require students to participate can better connect value cognition and value practice.Taking a specific course as an example,this paper concretely demonstrates the applica⁃tion of situational learning theory in ideological and political teaching.

关 键 词：情境学习理论 课程思政 德育目标 

分 类 号：G41[文化科学—教育学]