培养德才兼备的高素质工程管理人才对于新时代中国工程建设的高质量发展具有重要意义。工程项目管理作为工程管理专业的核心课程以及面向工科专业开设的必选课程，要积极探索课程思政系统设计和有效实施的路径，发挥专业课程思政的育人功能，为工程领域培养“担当民族复兴大任”的高素质管理人才。论文将课程思政培养人才、以德育人的目标导向和以学生为本、提升能力的教学产出导向充分融合，提出课程思政目标和产出双重导向的OOBE理念，在此基础上构建了工程项目管理课程思政的建设与实施框架。首先，创建“价值-素养-道德”三维思政目标，挖掘工程项目管理的思政要素，指导“思政-能力-知识”一体化的教学内容设计；并设计“情景-体验-启发”式教学组织和“学业成果-情感认同”双重效果检验作为课程思政的实施保障。其次，围绕“紧密式分工合作”思政团队建设、“主题式课程思政”教学资源建设、“交互式兴趣激发”教学方法改善和“探索式能力提升”教学手段创新，组织实施工程项目管理课程思政。最后，通过多元化考核和问卷调查的结果表明，学生参与度提高，课堂活跃，专业综合能力提升以及对课程思政要素的认同度较高，验证了OOBE理念下课程思政建设与实施框架的有效性。

Cultivating high-quality engineering management talents with both ability and moral integrity is of great significance to the high-quality development of China's engineering construction in the new era. As a core course for engineering management majors and a compulsory course for engineering majors, engineering project management should actively explore the path of systematic design and effective implementation on ideological and political education, give full play to the nurturing function of professional courses, and cultivate high-quality managerial talents in engineering field who can "take up the great responsibility of national rejuvenation". Integrating the objective-based cultivating talents and educating people with morality and the outcome-based student-centered and ability-enhancing, the thesis puts forward the OOBE concept which is dual-orientated on both objective and outcome, on the basis of which, the framework of construction and implementation of the ideological and political education for engineering project management curriculum is constructed. Firstly, the three-dimensional goal of "values - qualities - morals" for ideological and political education is created, and the moral education elements are explored to guide the "ideology-capability-knowledge" integrated contents design, as well as the "scenario-experience-inspiration" oriented teaching organization and "academic achievements-emotional identity" doubled validation are designed to support the implementation of ideological and political education. Secondly, the "closely division and cooperation" team construction, the “thematic teaching resources” construction, and the "interactive interest stimulation" and "exploratory capability enhancement" teaching method improvement are centered on to implement the ideological and political education. Finally, the results of diversified assessments and questionnaires show the increased student engagement, active classrooms, increased professionalism and general competence as well as a higher level of buy-in to the elements of ideological and political education, which verifies the effectiveness of the OOBE concepted framework.

南京工业大学本科课程思政示范课程建设项目