新中国史、改革开放史、社会主义发展史、中国共产党党史是课程思政的重要组成部分，对于高校落实立德树人的根本任务，具有十分重要的意义。以建筑物理课程思政教学改革实践为例，探究“四史”教育融入建筑学专业课程的方法，建立价值观塑造、理论讲授、能力培养的育人路径。将“四史”教育纳入建筑学专业课程，首先要做好顶层设计，从学科知识体系与专业要求出发，明确“四史”教育主线，确立“四史”教育目标；其次，组建教学团队，打破专业壁垒做到各科之间交叉互补，深入挖掘课程的内涵与外延，凝练出课程的四大“四史”教育主题：艰苦奋斗夯筑兴国之基、“十四五”规划笃行向未来、红色文化为百年铸魂、改革开放聚发展之力，从不同的角度，遴选出一批典型的、本土化的“四史”教育案例，结合地方资源共建实训基地，打造“四史”教育的第二课堂；最后，运用翻转课堂、实践教学法、专题式教学等灵活多样的教学手段，以春风化雨的方式将“四史”教育融入各个教学环节，加强学生的参与性，提升育人深度。多措并举、多课共谋、多方联动，建立以专业为基础的课程思政体系，做到“四史补充思政、思政反哺课程”，弥补建筑学专业课程中缺少的意识形态教育，落实立德树人的根本任务。

The significance of Histories of the New China, the reform and opening-up, socialist development across Chinese society, and Party as curriculum Ideology and politics’ integral components cannot be overstated. These elements play a crucial role in ensuring that education fulfills its fundamental mission of fostering virtue across universities. This study aims to explore methods for integrating “Four Histories” education into the architectural curriculum, creating a pathway for value construction, theoretical instruction, and competency development. Incorporating “Four Histories” education into the architectural curriculum requires careful consideration of top-level design. This study, which draws on the practical experience of teaching ideological and political reform cases within the curriculum of architectural physics, elucidates the core concepts and objectives of teaching the “Four Histories” within the framework of the discipline’s knowledge system and professional requirements. The practical experience was gleaned from teaching ideological and political reform cases within the architectural physics curriculum. A committed teaching team works together to break down professional barriers in order to promote cross-disciplinary complementarity across different majors. Their goal is to delve into the rich connotation and denotation of the curriculum. The foundation of national rejuvenation through arduous struggle, the future-oriented steadfast implementation of the “14th Five-Year Plan,” the centenary of Red culture as a forge for the spirit, and the power of reform and opening up as a catalyst for development are the four major educational themes that have been identified. Case studies, both typical and localized, are carried out with the goal of providing comprehensive viewpoints by looking into the “Four Histories” from a variety of perspectives. In addition, by making use of the resources that are already there in the community, a complementary extracurricular classroom for “Four Histories” education can be built through the collaborative creation of practical training bases. The students’ comprehension of the “Four Histories” and the relevance of each is deepened as a result of this method, which makes it easier to integrate historical knowledge and information with students’ actual life experiences. A wide array of instructional strategies and approaches are used in the classroom in order to foster deeper student development and increased student involvement. Among these are flipped classrooms, practical teaching methods, topic-oriented teaching, and other adaptable and motivational instructional strategies. Students are able to internalize the teachings of the “Four Histories” and apply them in their academic and personal life when they are actively involved in the learning process. This is made possible by the approaches that are discussed below. As a consequence, it is vital to have an ideological and political education system that is discipline-oriented. This requires a multi-pronged approach, collaboration across disciplines, and the active participation of numerous stakeholders. The study fills in the ideological education gaps that currently exist within the architectural discipline by adding a political and ideological component to the education provided by the “Four Histories” curriculum and integrating it reciprocally into the architectural curriculum. The primary objective of encouraging students to grow in virtue and character is successfully accomplished through the utilization of this comprehensive methodology.

温州理工学院教学改革研究一般项目(2022JG20)