随着我国经济社会的新常态发展和课程思政建设要求的落实，专业理论课程的教学改革势在必行。为提高专业理论课程的教学质量，研究以知识转移理论为指导，以《城市规划原理》课程为案例，以显性知识转移为载体，将隐性知识转移与课程思政建设结合起来，提升隐性知识转移的绩效，重点从教学内容优化与教学方法改进两个方面提出了建议。在教学内容上，需要梳理和其他课程的关系，并将国土空间规划的相关知识引入课程，同时注重历史唯物主义和辩证唯物主义世界观的教育，让学生理解显性知识背后所包含的思维方法等隐性知识，树立公平、公正和维护公共利益的价值观，，加强职业素养的教育，坚守理想和底线。在教学方法上，可以采用案例教学来加强显性知识的清晰表达，有效转移经验、技巧、理念、价值观等隐性知识；增加课堂内容的趣味性和知识点的重要性，通过日常考核及课堂讨论等方式来提高学生学习的主动性；加强师生之间的互动和沟通来提升知识转移绩效。另外，通过教学效果追踪，结合课程特点完善课堂教学形式，也能提升知识转移绩效。

With the development of the new normal of China's economic and social development and the implementation of the requirements for ideological and political education in curriculum construction, the teaching reform of professional theory courses is imperative. In order to improve the teaching quality of professional theory courses, the research takes the knowledge transfer theory as the guide, the course of “Urban Planning Principles” as the case, and the explicit knowledge transfer as the carrier, combining the tacit knowledge transfer with the ideological and political construction of the curriculum, and improving the performance of tacit knowledge transfer, focusing on the optimization of teaching content and the improvement of teaching methods, puts forward suggestions. In terms of teaching content, it is necessary to sort out the relationship with other courses, and introduce relevant knowledge of territorial planning into the curriculum. At the same time, attention should be paid to the education of historical materialism and dialectical materialism worldview, so that students can understand the implicit knowledge such as thinking methods contained behind explicit knowledge, establish values of fairness, justice, and safeguarding public interests, strengthen professional literacy education, and adhere to ideals and bottom lines. In terms of teaching methods, case teaching can be used to strengthen the clear expression of explicit knowledge and effectively transfer implicit knowledge such as experience, skills, concepts, and values; Increase the interest of classroom content and the importance of knowledge points, and improve students' learning initiative through daily assessment and class discussion; Strengthen interaction and communication between teachers and students to improve knowledge transfer performance. In addition, by tracking teaching effectiveness and combining course characteristics to improve classroom teaching forms, knowledge transfer performance can also be improved.

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