高校课程育人:本真、理路与评价  

The High Quality of Curriculum Education:Authentic Meaning,Theoretical Methods,and Impact Assessment

作　　者：吴能表 石定芳 Wu Nengbiao;Shi Dingfang(Office of Academic Affairs,Southwest University,Beibei Chongqing 400715,China)

机构地区：[1]西南大学教务处,重庆400715

出　　处：《重庆师范大学学报（社会科学版）》2024年第2期49-56,共8页Journal of Chongqing Normal University(Edition of Social Sciences)

基　　金：2021年重庆市高等教育教学改革研究重大项目“高校课程思政建设范式与策略研究”(221042)。

摘　　要：立德树人居于学校教育发展全局的核心位置,需要将其落实到课程育人的生动实践中。但是,在课程育人的具体实践中,仍有部分教师将其简单化为“课程+育人”的生硬结合,导致课程育人容易陷入理论教条窠臼。为此,高校教师应充分认识到高校课程育人在目标要求、重点内容、转型路径上的人性化、时代化和数字化本真意蕴,从教师素养、课程建设、课堂教学三个方面开展育人实践。在此基础上,针对具体课程的育人效果而言,可以从目标设定、内容选择、方法实施、结果呈现等方面进行评价,从而进一步推动课程育人的生动实践。Cultivating virtue and nurturing talents is at the core of the overall high-quality development of edu-cation,and it is necessary to implement it in the vivid practice of curriculum education.However,in the spe-cific practice of curriculum education,some teachers still simplify it as a rigid combination of“curriculum+ed-ucation”,which leads to curriculum education easily falling into theoretical dogma.Therefore,teachers should fully recognize the humanization,modernization,and digitalize of high-quality curriculum education in terms of target requirements,key content,and transformation path,and carry out high-quality practice from three aspects:teacher literacy,curriculum construction,and classroom teaching.On this basis,for the education effects of a single course,quality evaluation can be carried out from the aspects of goal setting,content selec-tion,method implementation,and result presentation,thereby further promoting the high-quality development of curriculum education.

关 键 词：课程育人 立德树人 高校课程 本科教育 教学改革 

分 类 号：F12[经济管理—世界经济]