基于OBE理念的港口航道与海岸工程专业课程思政设计与实践——以航道工程学课程为例
作者:
中图分类号:

G642.0

基金项目:

2021年度同济大学课程思政教改课题(KCSZ-B-20210209);2020年上海市级重点课程(0200104440);2019年上海高校课程思政领航计划"上海高校课程思政整体改革领航高校


Design and practice of ideological and political on the professional courses of port, waterway and coastal engineering based on OBE concept: Taking the course of waterway engineering as an example
Author:
  • 摘要
  • | |
  • 访问统计
  • |
  • 参考文献 [12]
  • |
  • 相似文献 [20]
  • | | |
  • 文章评论
    摘要:

    党的十八大报告首次提出"把立德树人作为教育的根本任务",因此高等教育必须坚持与新时代同向同行,坚持把服务中华民族伟大复兴作为教育的重要使命,从人才培养、课程建设、高校治理等角度深刻认识并全面推进课程思政建设。针对专业课程思政的建设现状和存在的问题,同济大学港口航道与海岸工程专业在产出导向教育(OBE)理念指导下,对专业课程思政进行了顶层设计,通过梳理和凝练专业课思政理念,将思政元素融入培养目标、毕业要求和课程大纲修订及教学实践中。以专业核心课程航道工程学为例,结合新时代、新发展、新思想等话题展开案例研讨与交流,树立榜样人物、讲好中国故事,激发学生的责任感、使命感与荣誉感,引导学生不断提升专业素养,帮助学生树立远大理想信念。

    Abstract:

    The Report to the Eighteenth National Congress of the Communist Party of China puts forward morality education as the fundamental task of education. Therefore, higher education should understand curriculum ideology from the mission and responsibilities of higher education in the new era, and regard serving the great rejuvenation of the Chinese nation as an important mission of education. Under the guidance of the OBE concept, the port, waterway and coastal engineering major of Tongji University takes student-centered as the logical starting point. Aiming at the current situation and existing issues of the ideological and political construction of professional courses, the teaching system is first designed as a whole, and subsequently the professional courses are sorted and condensed. Ideological and political concepts, and finally integrate the ideological and political elements into the revision of training goals, graduation requirements and curriculum syllabus. Take the professional core course of waterway engineering as an example, combine new era, new development, new ideas and other topics to carry out case discussions or exchanges, tell Chinese stories well, stimulate students’ sense of responsibility, mission and honor, and guide students to continuously improve their professional qualities and enhance the feasibility of students to establish lofty ideals and beliefs.

    参考文献
    [1] 教育部.教育部关于一流本科课程建设的实施意见[J].中华人民共和国国务院公报,2020(5):57-62.
    [2] 工程教育认证通用标准解读及使用指南(2020版,试行)[EB/OL].(2020-02-08)http://www.ceeaa.org.cn/gcjyzyrzxh/rzcxjbz/gjwj/gzzn/index.html.
    [3] 工程教育认证自评报告指导书及修订说明(2020版)[EB/OL].(2020-02-23)https://www.ceeaa.org.cn/gcjyzyrzxh/xwdt/tzgg56/619954/index.html.
    [4] Spady WG. Outcome-based Education: Critical Issues and Answers[M].Arlington:American Association of School Administrator,1994.
    [5] 工程教育认证专业类补充标准(2020年修订)[EB/OL].(2020-06-27)https://www.ceeaa.org.cn/gcjyzyrzxh/xwdt/tzgg56/620333/index.html.
    [6] 教育部关于印发《高等学校课程思政建设指导纲要》的通知[EB/OL].(2020-06-01)http://www.moe.gov.cn/srcsite/A08/s7056/202006/t20200603_462437.html.
    [7] 计琳,郁晓昕.同向同行,形成协同效应 助力思政工作贯穿教育全过程的新探索[J].上海教育,2017(19):15.
    [8] 戚静.高校课程思政协同创新研究[D].上海:上海师范大学,2020.
    [9] 郭华, 张明海.高校"课程思政"协同育人体系构建研究[J].当代教育理论与实践,2020,12(1):5-10.
    [10] 孙爱晶,王春娟,吉利萍.基于OBE的课程教学质量评价探索与实践[J].中国现代教育装备,2017(11):49-52.
    [11] 潘庆先,童向荣,贺毅.基于OBE的课程思政设计方法的实践[J].文教资料,2020(12):163-164.
    [12] 李娜,靳晓红,郑伟,等.课程思政下高校导师制教学模式研究[J].教育教学论坛, 2019(32):55-57.
    引证文献
    网友评论
    网友评论
    分享到微博
    发 布
引用本文

付小莉,张洪,蔡奕,沈超.基于OBE理念的港口航道与海岸工程专业课程思政设计与实践——以航道工程学课程为例[J].高等建筑教育,2022,31(2):86-93.

复制
分享
文章指标
  • 点击次数:535
  • 下载次数: 970
  • HTML阅读次数: 814
  • 引用次数: 0
历史
  • 收稿日期:2020-12-13
  • 在线发布日期: 2022-04-15
文章二维码