为了培养德才兼备的中国式现代化建设人才，以“三全育人”为格局、“立德树人”为目标的课程思政已在我国各级学校广泛开展，但在实践中仍然有不少教师感到无所适从、力不从心，为此，本文采用实证研究的方法，以一堂“住区设计”课为例，介绍了作者在课前、课中、课后所做的具体实践与研究，其中课前的问题研究和课程设计是践行课程思政的关键：通过课前的文献阅读与分析，既能实现育人先育己还能预先发现问题，以便采取对策，制定预案；通过精心的课程设计，既要厘清关键知识点，深挖密切相关的思政元素，分配好各部分的时间，更要注重思政元素与知识点的有机结合、各思政元素之间的内在逻辑与先后关系、无痕化的教学理念与适宜的教学方法，避免学生产生负面情绪，力求达到知识传授、能力培养和价值引领的同向同行、协同增效。课堂是践行课程思政的“主战场”，需要教师将课程设计与临场发挥、课堂组织与察言观色等方面有机结合起来。课后的调查、回访有助于教师在总结中提高。本文的创新点：一是系统介绍了教师在课前、课中、课后应做的工作，对一般教师具有较高的参照价值；二是构建了无痕化课程思政的设计逻辑，即:明确内容和知识点→挖掘出底层思政元素→提升至中层思政元素→拔高到高层思政元素。

To foster talents with both moral integrity and professional competence for Chinese-style modernization efforts, the ideological and political theories teaching in all courses (IPTTIAC), aimed at holistic development and character cultivation, has been widely implemented across educational institutions in our country. However, many teachers still face uncertainties and challenges in practice. Therefore, using empirical research methods, this paper takes a "residential area design" class as a case study to illustrate the specific practice and research by the author before, during, and after the class. Among these, pre-class problem research and curriculum design are crucial for delivering a high-quality IPTTIAC. By engaging in pre-class literature review and analysis, teachers not only prepare themselves but also proactively identify potential issues to formulate strategies and plans. Meticulous curriculum design involves clarifying key knowledge points, delving deep into relevant ideological and political elements, and effectively managing the allocation of time for each section. Furthermore, it is essential to emphasize the seamless integration of ideological and political elements with knowledge points, the logical sequence of various ideological and political elements, the concept of seamless teaching, and the use of appropriate teaching methods to prevent negative student experiences. The objective is to achieve a simultaneous and collaborative effectiveness in knowledge transmission, skill development, and value guidance. The classroom is the main battlefield for practicing ideological and political education in the curriculum, and teachers need to organically combine curriculum design with on-site performance, classroom organization, and observation of speech and behavior. Post class surveys and follow-up visits can help teachers improve in summarizing. The innovation of this paper resides in two aspects: firstly, it systematically introduces the actions that teachers should undertake before, during, and after class, which holds significant value for educators in general; secondly, it constructs the design logic of a seamless curriculum-based ideological and political education, which includes: clarifying the content and knowledge points → excavating the underlying ideological and political elements → elevating to the middle level ideological and political elements → elevating to the high-level ideological and political elements.

G641

国家自然科学基金面上项目, 51878588。