融合思政的PBL法在四种学生群体中的教学探索  

作　　者：吴登昊 牟介刚 谷云庆 周佩剑 

机构地区：[1]中国计量大学计量测试与仪器学院,杭州310018

出　　处：《高教学刊》2024年第22期100-103,共4页Journal of Higher Education

基　　金：2022年浙江省“十四五”研究生课程思政示范课程项目“离心泵设计与控制方法”(2022YJSKC02);浙江省“十四五”研究生教育改革项目“基于工程实践教学模式探索”(2022YJSJG09)。

摘　　要：课程思政与课程教学融合是当前高等学校教学改革的重要途径,传统的问题导向(PBL)课程教学方法重在知识传授和工程能力锻炼,忽略人格塑造和思想引领。因此,在PBL教学方法中融入思政元素对于培养多样化的新时代人才至关重要。由于性格、家庭、教育背景的差异,使得学生个体趋于多样化,该文针对四种典型的学生群体,工作导向型、学术热爱型、社会合作型和自我未知型,分别从认同、动机、学习三个维度去剖析四种学生群体的差异性,借助思政元素营造一个更加开放、包容、多元的学习环境,秉承立德树人初心,改变传统PBL呈现的“一刀切”式教育模式,明确教师、学生、PBL环境是学生动机和认同的共同创造者。The integration of ideological and political elements with curriculum teaching is an important approach to the current teaching reform in colleges and universities.The traditional Problem-Based Learning(PBL)curriculum teaching method focuses on knowledge imparting and engineering ability training,but neglects personality building and ideological guidance.Therefore,incorporating ideological and political elements into PBL teaching methods is crucial for cultivating diverse new-age talents.Due to differences in personality,family and educational background,students tend to be diversified.This paper focuses on four typical student groups:Job-focused,Academic enthusiast,Social collaborator and Self-unknown.The differences of the four groups of students are analyzed from the three dimensions of identification,motivation and learning.A more open,inclusive and diversified learning environment is created with the help of ideological and political elements,adhering to the original intention of cultivating students by virtue,and changing the traditional"one-size-fits-all"education model presented by PBL,making it clear that teachers,students,and the PBL environment are co-creators of student motivation and identification.

关 键 词：课程思政 PBL教学法 四种学生群体 多元化 教学改革 

分 类 号：G642[文化科学—高等教育学]