|Table of Contents|

The Exploration and Practice of Ideological and Political Theories Teaching in Normal University Curriculum—Taking “Introduction to the Earth” Course as an Example(PDF)

《南京师大学报（自然科学版）》[ISSN:1001-4616/CN:32-1239/N]

Issue:
2023年S1期
Page:
40-44
Research Field:
Publishing date:

Info

Title:
The Exploration and Practice of Ideological and Political Theories Teaching in Normal University Curriculum—Taking “Introduction to the Earth” Course as an Example
Author(s):
Zhang Zhigang1; Liao Ying2; Huang Tao1; Chen Shitao1; Zheng Xiao2
(1.School of Geographic Science,Nanjing Normal University,Nanjing 210023,China)
(2.School of Teacher Education,Nanjing Normal University,Nanjing 210023,China)
Keywords:
Normal University; Introduction to the Earth; cuwiculum-based ideological and political education; teaching design
PACS:
G420
DOI:
10.3969/j.issn.1001-4616.2023.S1.007
Abstract:
Ideological and political theories teaching is one of the important ways to realize “three comprehensive education”, and has become one of the main contents of teaching innovation in major universities. It has become one of the main contents of teaching innovation in colleges. The course of “Introduction to the Earth” is the basic course for the major of geographical science, Which is an interdisciplinary course of geography, geophysics and astronomy. It is of great significance to the new students to establish the world outlook, life outlook and values, and to cultivate the comprehensive ability. Therefore, based on a large number of studies on Ideological and political theories teaching in all courses, this paper sorted out the characteristics of ideological and political theories teaching in all courses. Combined with the characteristics of the course of “Introduction to the Earth”, five ideological and political objectives of the course were established, and the ideological and political elements were excavated, matched and integrated. The Teaching design of the course was carried out from the aspects of curriculum objectives, teaching content, teaching methods, etc.

References:

[1] 赵继伟.“课程思政”:涵义、理念、问题与对策[J].湖北经济学院学报,2019,17(2):114-119.
[2] 伍强瑞,柯心.回顾与展望:高校“课程思政”实施效果评价的研究述评[J].高教学刊,2021,7(25):168-172.
[3] 何红娟.“思政课程”到“课程思政”发展的内在逻辑及建构策略[J].思想政治教育研究,2017,33(05):60-64.
[4] 邱仁富.“课程思政”与“思政课程”同向同行的理论阐释[J].思想教育研究,2018(4):109-113.
[5] 万林艳,姚音竹.“思政课程”与“课程思政”教学内容的同向同行[J].中国大学教学,2018(12):52-55.
[6] 高宁,张梦.对“课程思政”建设若干理论问题的“课程论”分析[J].中国大学教学,2018(10):59-63.
[7] 戴少娟.高校课程思政的核心要素解构与系统集成创新[J].中国大学教学,2021(6):58-62.
[8] 徐梦秋.从高校名师课程看课程思政的要素与特征[J].中国大学教学,2021(7):93-96.
[9] 张晨宇,刘唯贤.课程思政的基本内核与生成逻辑[J].中国高等教育,2021(12):40-41.
[10] 孙杰,常静.高校加强“课程思政”建设现实路径选择[J].中国高等教育,2018(23):15-17.
[11] 周妮笛,孙艳华,廖翼.“课程思政”育人理念下市场营销学专业课建设研究与实践——以《市场调查与预测》课程为例[J].中国高新科技,2021(21):119-122.
[12] 韦春北.把握好课程思政改革创新的四个维度[J].中国高等教育,2020(9):22-23+56.
[13] 冯明祥,张兴海.“大思政”格局下高校课程思政建设探析[J].吉林教育,2021(Z5):29-31.
[14] 陈磊,沈扬,黄波.课程思政建设的价值方向、现实困境及其实践超越[J].学校党建与思想教育,2020(14):51-53.
[15] 刘艳,李瑞,温明超,等.基于典型案例的《人文地理学》与课程思政融合实践[J].地理教学,2021(13):14-17.
[16] 邰枫,王宇譞,姬庆庆,等.高校“课程思政”建设现状及未来路径[J].高教学刊,2021,7(25):181-184.
[17] 李权国,张弢,文力,等.高校地理科学专业“课程思政”与德育价值研究[J].中国地质教育,2020,29(1):54-56.
[18] 许淑琴,邱晖,孟惊雷.高校本科课程思政建设路径与机制[J].高教学刊,2021(11):193-196.
[19] 王海静.地理科学专业课程思政育人体系的研究与构建[J].地理教学,2021(13):23-25.
[20] 胡珊珊,李秦.地理师范类专业课程的思政探索与实践:以水文学课程为例[J].首都师范大学学报(自然科学版),2021,42(6):93-96.
[21] 刘承良,杜德斌,李源.服务“一带一路”的世界地理课程思政“金字塔”教学模式[J].世界地理研究,2021,30(4):873-881.
[22] 陈华栋,苏镠镠.课程思政教育内容设计要在六个方面下功夫[J].中国高等教育,2019(23):18-20.
[23] 时伟,张慧芳.高校课程思政教学质量标准探析[J].中国高等教育,2020(17):36-38.
[24] 许明月,李霞,赵珏.教育学视角下课程思政教学设计与实施[J].高教学刊,2021,7(19):176-179.
[25] 柯政.课程理论视角下课程思政及其实施框架[J].中国高等教育,2021(8):37-40.

Memo

Memo:
-
Last Update: 2023-09-25