本文以《大学物理实验》课程中的“多普勒效应综合实验”为例,探讨了课程思政元素的挖掘与应用,旨在实现知识传授、能力培养与价值引领的有机融合。基于“三位一体”教育理念,本文明确了教学目标,完善了教学资源,并通过追溯科学探索史、融入大国重器案例,培养学生的科学精神、家国情怀和创新意识。同时,采用翻转课堂与课赛结合的教学手段,利用智能手机和学科竞赛资源,提升学生的实践能力与团队协作精神。研究结果表明,通过深入挖掘课程思政元素,大学物理实验课程不仅能够有效传授知识与技能,还能实现价值引领,为培养德才兼备的时代新人提供了有益借鉴。This paper takes the “Comprehensive Experiment of Doppler Effect” from the College Physics Experiments course as an example to explore the integration and application of ideological and political education elements in curriculum design, aiming to achieve organic unity among knowledge impartation, skill cultivation, and value orientation. Based on the “trinity” educational philosophy, this article clarifies teaching objectives, improves teaching resources, and cultivates students’ scientific spirit, patriotism, and sense of innovation by tracing the history of scientific exploration and incorporating examples of major national projects. At the same time, it adopts the teaching method of combining flipped classroom and course-competition integration, and utilizes smart phones and subject competition resources to enhance students’ practical ability and teamwork spirit. The research results indicate that by deeply excavating the ideological and political elements in the course, the college physics experiment course can not only effectively impart knowledge and skills but also achieve value guidance, providing a useful reference for cultivating new talents of the era who possess both moral character and ability.
本文介绍了《热学》课程中实施非标准答案考核改革的必要性和实践经验。笔者通过在课程中引入翻转课堂、方案设计和开放性试题等考核环节,提高了学生参与度,激发了学生的自学能力和创新能力。并且,通过建立合理的评价体系,非标准答案考核方式能够更好地体现学生高阶能力的区分度。This article introduces the necessity and practical experience of implementing non-standard answer assessment reform in the course of Thermodynamics. The author introduced assessment elements such as flipped classroom, program design, and open-ended questions in the course to increase their participation, and stimulate their self-learning and innovation abilities. Moreover, by establishing a reasonable evaluation system, non-standard answer assessment methods can better reflect the differentiation of students’ higher-order abilities.
大学数学课程是理工类高校必修的重要课程,在这类课程中挖掘课程思政元素有着重要的意义。本文以线性代数课程为例进行思政元素的探索。文中首先确定开展线性代数课程思政的五个方向,在此基础上从教学内容出发,深入挖掘思政元素,构建知识点与思政元素充分融合的知识体系,并在教学中将思政教育潜移默化地渗透给学生。The college mathematics course is an important compulsory course in science and engineering universities, and it is of great significance to explore the ideological and political elements in such courses. This article takes the linear algebra course as an example to explore ideological and political elements. The article first identifies five directions for carrying out ideological and political education in linear algebra courses. Based on this, it explores ideological and political elements in depth from the teaching content, constructs a knowledge system that fully integrates knowledge points and ideological and political elements, and subtly infiltrates ideological and political education into students in teaching.
