融思政教育于《材料防护与资源效益》课程教学  

Integrating Ideological and Political Education into the Teaching of the Course“Material Protection and Resource Efficiency”

作　　者：谢学军[1] 廖冬梅[1] 

机构地区：[1]武汉大学动力与机械学院,湖北 武汉

出　　处：《创新教育研究》2024年第1期268-271,共4页Creative Education Studies

摘　　要：本文先简要介绍了《材料防护与资源效益》的课程内容、教学目标及其体现的思政情怀;然后重点阐述了课程开展的辩证唯物主义教学,具体内容如下:1) 引导同学们运用辩证思维,理解、领会腐蚀的定义;2) 引导同学们运用“任何事物都有它的两面性”原理,全面理解、认识“腐蚀大部分慢但也有快的、有害但也可以利用”;3) 运用“事实胜于雄辩”原理,通过震撼数据帮助同学们多维了解腐蚀导致的经济损失和防腐蚀能带来的效益;4) 运用“从实际出发”和“实践是检验真理的唯一标准”原理,引导同学们选择合适的防腐蚀方法和检验防腐蚀方法的效果。将思政元素融入课程教学是必要和可能的,不但提高了课程教学效果,而且培养了学生的情怀、责任、担当和哲学思维。This paper first briefly introduces the course content, teaching objectives, and ideological and political feelings of “Material Protection and Resource Efficiency”. Then, it focuses on the dialectical materialism teaching, which is as follows: 1) Guiding students to understand the definition of corrosion by using dialectical thinking;2) Guiding students to fully understand “most of corrosion is slow but some are fast and harmful, and some can also be used” by using the principle of “everything has its two sides”;3) The principle of “facts speak louder than words” is used to help students understand the economic losses caused by corrosion and the benefits brought by anti-corrosion through shocking data;4) The principles of “starting from reality” and “practice is the only standard for testing truth” are used to guide students to choose appropriate anti-corrosion methods and inspect their effects. It is necessary and possible to integrate ideological and political elements into curriculum teaching, which not only improves the teaching effect, but also cultivates students’ feelings, responsibilities and philosophical thinking.

关 键 词：《材料防护与资源效益》 思政 辩证唯物主义 教学 

分 类 号：G63[文化科学—教育学]