建构式参与何以破解课程思政“两张皮”——以刑事诉讼法课程教学为例  

How to Resolve the Issue of the Disconnection between Professional Education andValues Education by Participatory Teaching Based on Constructivism--Taking the Teaching of Criminal Procedure Law as an Example

作　　者：王一超[1] WANG Yichao(School of Law,Minzu University of China,Beijing 100081,China)

机构地区：[1]中央民族大学法学院,北京100081

出　　处：《军事高等教育研究》2025年第1期76-84,共9页Journal of Military Higher Education Research

基　　金：中国高等教育学会2023年度高等教育科学研究规划重大课题(23PXZ0102);中央民族大学研究生课程思政示范课程培育项目(GRSCP202402)。

摘　　要：当前教学实践中存在大量的课程思政“两张皮”现象,专业与思政教学相脱节,严重影响了专业课育人效果的提升。建构式参与教学对于破解“两张皮”具有方法论方面的优势。其能有效地激发学生学习的主动性,引导学生在参与学习的过程中亲身体验,通过自主学习、协作探索,经由辩证思维自主建构出专业与道德之间的联系,从而实现隐性的价值观塑造。设计课程思政建构式参与活动,需满足目标导向原则、情境性原则、结构性原则和及时评价原则。研究以刑事诉讼法课程为例,从目标设置、情境选择、活动形式、教师参与及评价设计等维度,全方位呈现了课程思政的建构式参与教学实践方案,解答了建构式参与何以破解课程思政“两张皮”这一问题。Currently it is quite common that the teaching practice fails to properly integrate values education into professional education.The disconnection of the two severely affects the enhancement of educational outcomes in professional courses.Participatory teaching based on constructivism has methodological advantages in solving the problem.It can effectively stimulate students’initiative in learning,and guide them to construct the connection between professionalism and morality through experience of participation,thereby achieving implicit value shaping.Designing participatory activities for values education within courses must adhere to goal-oriented principle,contextual principle,structured design principle,as well as timely evaluation principle.Taking the teaching of Criminal Procedure Law as an example,this article shows how participatory teaching based on constructivism is implemented from dimensions such as goal setting,context selection,and the design of activity formats,teacher involvement,and evaluation.This article addresses the question of how participatory teaching based on constructivism can solve the disconnection problem.

关 键 词：课程思政 “两张皮” 建构式参与 刑事诉讼法 

分 类 号：G642[文化科学—高等教育学]