摘要
该文从“以学生为中心”的理念出发,将学生作为反馈主体和发出者,结合布鲁姆教育目标分类学相关理论和实证研究,构建一个基于学生反馈的课程思政元素融入专业课的教学评价量表。采用上述评价量表对参与示范课建设的学生进行评测,结果表明,课程思政有助于促进学生专业课学习能力提高和学习策略调整,同时影响学生认知能力的提高和情感态度的变化。因此,课程思政教学实施要遵循学生认知规律,注重采用启发式教学启迪学生思考和探索,引导学生自然接受,形成情感共鸣,产生学习的内动力;注重将思政元素内化为学生的自身素养,塑造学生的“三观”,外化于行,对其学习和生活起到积极的作用。
Starting from the“student-centered”philosophy,this research takes students as the subject and provider of feed-back and builds a teaching assessment scale on course-based ideological and political education based on students’feed-back with the combination of Bloom’s Taxonomy of Educational Objectives and empirical study.By applying this assessment scale to students involved in the teaching reform,this research reveals that course-based ideological and political teaching reform can help improve students’learning ability and restructure their learning strategy,also it has an impact on students’cognitive competence as well as emotions and attitudes.Hence,it’s crucial to follow students’cognitive patterns in teaching practice and inspire them to think and explore,so as to guide them to naturally accept,emotionally resonate and finally generate inner learning motivation.It’s also essential to internalize ideological and political elements into students’qualities in order to shape their“three perspectives”,and transfer them into their behavioral habits to function positively in their study and life.
出处
《科教文汇》
2021年第31期64-67,共4页
Journal of Science and Education
基金
2021年院级教研教改项目“三教改革背景下的‘课程思政’教学评价研究”(项目编号:21jy07)。
关键词
课程思政
布鲁姆教育目标分类学
评价量表
因子分析
course-based ideological and political education
Bloom’s Taxonomy of Educational Objectives
assessment scale
factor analysis
