自2016年习总书记提出课堂教学是思想政治工作贯穿教育教学全过程的主渠道以来，课程思政就成为新时期高等教育教学过程的重要组成部分，是高等教育全员、全程、全方位育人的重要途径,高等院校开展课程思政教育已成为必然趋势。然而，由于工科专业课程自身知识属性的特点，其课程思政教学一直存在元素挖掘难，教学过程融入难，评价标准确定难等不利因素，导致课程思政教学工作开展一直不畅。 本文以工科专业基础课—《工程图学》课程全过程思政教学框架构建过程为例，从课程的思政元素挖掘到课程教学实践改革，以及课程思政教学效果评价，给出了各个环节的构建方法和实际案例，在《工程图学》课程思政教学实践上做出一定尝试。《工程图学》课程思政元素通过三种途径进行挖掘，一是从课程的总体发展历史中挖掘有价值的思政教育元素；二是从分析课程知识点的溯源和应用背景出发，挖掘知识中蕴涵的世界观和方法论；第三是从课程发展和创新的角度出发，在实际案例中发现课程具有的思政教育内涵。 课程思政的教学实践从课堂教学和教学评价两个环节入手，介绍了课程组在课堂内、外教学过程中所采用的教学方法和手段，课程采用的教材补充资料如何准备，以及思政教学效果评价的策略等。具体而言：在准备充分课程思政元素的前提下，分章节设计思政教学方法路径，根据思政元素特点，将思政教学元素设计成课堂内、外教学过程环节，将课程思政教学体现在课堂内和课堂外的全方位中；加强课程教材补充资料的建设，将课程思政教学内容及教学方法体现在补充材料中，弥补教材思政元素少的缺点；采用以考查学生参与度为主的评价策略，以学生是否参与以及参与积极性高低作为评价的主要标准，降低教师评价的难度，提高学生完成课程思政任务的积极性，构建全过程、全方位的评价体系。 《工程图学》是工科专业具有代表性的专业课程，本文以课程组的实践教学为例，提出了课程思政元素挖掘路径和教学实践方法，可作为工科其他专业课程思政教学的借鉴，为专业课程教师在思政教学过程中遇到的困难提供解决思路。

Since it was proposed by President Xi in 2016 that class is the main channel for ideological and political work to run through the whole process of education and teaching, ideological and political courses have become an important part of higher education in the new era, and an important way to educate all members of higher education in the whole process and all directions. It has become an inevitable trend for colleges and universities to carry out ideological and political education in courses. However, due to the characteristics of the knowledge attributes of the engineering courses, there are difficulties in ideological and political teaching, such as excavating elements, integrating the teaching process, and determining evaluation criteria. All those difficulties led to the unsmooth development of the ideological and political teaching of the courses. Based on how to build the ideological and political teaching framework in the whole process of a course - Engineering Graphics, in the paper, we show the construction methods and actual cases of each link of the course, from the excavation of the ideological and political elements of the course to the reform of the course teaching practice, as well as the evaluation of the ideological and political teaching effect of the course. These represent the attempts in the ideological and political teaching practice of Engineering Graphics. The ideological and political elements in Engineering Graphics can be excavated in three ways: the first one is from the overall development history of the course. In the history of the course, valuable ideological and political education elements can be excavated; The second is to analyze the traceability and application background of curriculum knowledge points, and find the world outlook and methodology contained in the curriculum knowledge points; The last way is from the perspective of curriculum development and innovation, we found the ideological and political education connotation of the curriculum in the actual cases. The ideological and political teaching of the course can be practiced from two aspects: classroom teaching and evaluation. This paper introduces the teaching methods adopted by the course team in and out of class teaching, which includes how to prepare the supplementary materials of the course, and how to design the strategies for evaluating the effect of ideological and political education. Specifically, the ideological and political elements of the curriculum are fully prepared first. Then, the ideological and political teaching methods are designed in chapters according to the characteristics of these elements. The ideological and political teaching elements are designed into the teaching process links inside and outside the classroom, which cover the whole curriculum; Investing more energy in the construction of supplementary materials of course, and putting the elements and methods of ideological and political education into the supplementary materials, will make up for lack of ideological and political elements in the textbooks; The evaluation strategy based on students' participation is adopted, and the main criteria for evaluation are whether students participate and how enthusiastic they are to participate. The difficulty of evaluation for the teacher is reduced, and students' enthusiasm to complete the curriculum's ideological and political tasks s improved. Engineering Graphics is a representative professional course for engineering majors. Based on the practices of the course group, we propose a path to excavate the ideological and political elements of the course and teaching methods, which can be used as a reference for ideological and political teaching of other courses of engineering. The paper also provides ideas for solving the difficulties encountered by teachers in the process of ideological and political teaching.

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]2020年度国家级一流本科课程；2020年度华北水利水电大学课程思政示范课程；2021年度华北水利水电大学高等教育教学改革研究与实践项目。[