教育科学 ›› 2024, Vol. 40 ›› Issue (1): 50-56.

• 课程与教学理论研究 • 上一篇    下一篇

中小学课程思政一体化的价值意涵、现实境遇与实践向路*

闫守轩, 倪静天, 赵先魁   

  1. 辽宁师范大学 教育学部,辽宁 大连 116029
  • 出版日期:2024-01-15 发布日期:2024-04-08
  • 作者简介:闫守轩(1974- ),男,河南濮阳人,辽宁师范大学教育学部副部长,教授,博士生导师,主要从事课程与教学论研究;|倪静天(1994- ),男,辽宁沈阳人,辽宁师范大学教育学部博士生,主要从事课程与教学论研究;|赵先魁(1992- ),男,河南周口人,辽宁师范大学教育学部博士生,主要从事课程与教学论研究。
  • 基金资助:
    *2022年度国家社会科学基金(教育学)一般项目“课程思政教学胜任力评价指标体系建构及提升策略研究”(BIA220094)

The Value Implication, Realistic Situation and Practical Direction of the Integration of Course-Based Ideological and Political Education in Primary and Secondary Schools

Yan Shouxuan, Ni Jingtian, Zhao Xiankui   

  1. Department of Education, Liaoning Normal University, Dalian Liaoning 116029, China
  • Online:2024-01-15 Published:2024-04-08

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摘要：

中小学课程思政一体化是新时代落实立德树人根本任务的重要举措。一体化的课程逻辑基于学生的身心发展规律和学科课程育人性质:“一”指向课程思政目标的统整,聚焦立德树人根本任务;“体”指向课程思政内容的融通,关涉“五育融合”的思政要素;“化”指向课程思政实施的衔接,契合“必备品格”的发展过程。课程思政一体化在中小学阶段面临课程思政目标的引领作用不强,课程思政内容的嵌入空间失衡,课程思政实施的融合方式单一,课程思政评价的体验过程窄化等困境。要想突破这些困境,需要在以下几个方面进行努力:以价值观教育为出发点,强化立德树人目标的课程思政引领作用;以五育融合为切入点,厘清知识与道德的课程思政育人限度;以品格塑造为联结点,融通认知与非认知的课程思政育人方式;以增值评价为着力点,兼顾结果与过程的课程思政育人价值。

关键词: 中小学, 学科课程, 课程思政, 一体化

Abstract:

The integration of course-based ideological and political education in primary and secondary schools is an important measure to implement the fundamental task of “cultivating morality and nurturing talents” in the new era. The “integrated” curriculum logic is based on students’ physical and mental development patterns and the educational nature of the disciplinary course, and is reflected in three aspects. One is the integration of the goals of course-based ideological and political education, focusing on the fundamental task of “cultivating morality and nurturing talents”; the other is the integration of the content of course-based ideological and political education, involving the ideological and political elements of “the integration of five educations” ; and the third is the connection between the implementation of course-based ideological and political education, which is in line with the development process of “essential character”. The integration of course-based ideological and political education faces many difficulties at the primary and secondary school levels, including the weak leading role of goals, the imbalance of content embedding space, the single integration method, and the narrowing of the evaluation experience process. To break through the practical dilemma of integrating course-based ideological and political education in primary and secondary schools, it is necessary to take values education as the starting point and strengthen the leading role of course-based ideological and political education in cultivating morality and nurturing talents; to take the “integration of five educations” as the starting point to clarify the limits of course-based ideological and political education on knowledge and morality; to integrate cognitive and non-cognitive course-based ideological and political education methods, with character-shaping as the connecting point; and to take into account the educational value of course-based ideological and political education on results and processes, focusing on value-added evaluation.

Key words: primary and secondary schools, disciplinary course, course-based ideological and political education, integration

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