从学生视角分析道路桥梁与渡河工程专业课程思政教学的认同感、影响因素、影响程度及满意度,为改进课程思政教学效果提供一定的理论依据。自制调查问卷、获取有效调查问卷215份,并利用描述性统计、独立样本t检验、相关性分析及线性回归对调查数据进行分析。描述性统计分析结果表明,43.27%的调查对象能理解课程思政具体含义；影响程度的均分为3.111,满意度评价均分为3.805。独立样本t检验结果表明,性别、是否担任过学生干部、课程分类对课程思政影响程度及教学效果评价无统计学意义。相关性分析及线性回归结果显示,思政元素的内容与运用和教师教学组织与设计是课程思政教学对学生产生正向积极影响的主要因素(P<0.05)。调查对象认为影响教学效果的主要因素是思政内容的选取及运用；时政、国家文化、职业相关内容是学生期望的主要思政元素；名言警句及短视频是学生期望的主要思政元素呈现形式。

Abstract: Analyzing ideological and political education in Road, Bridge and River-Crossing Engineering courses from the student perspective: assessing identification, influencing factors, impact degree, and satisfaction to provide a theoretical basis for improving the effectiveness of ideological and political education in the curriculum. This study employed a self-designed survey questionnaire and collected 215 valid responses. The survey data were analyzed using descriptive statistics, independent samples t-test, correlation analysis, and linear regression. The results of descriptive statistical analysis indicate that 43.27% of the surveyed participants have a clear understanding of the specific meaning of ideological and political education in the curriculum. The average score for the degree of influence is 3.111, and the satisfaction rating averages 3.805. The results of independent samples t-test indicate that gender, whether having served as a student cadre, and course classification have no statistically significant impact on the degree of ideological and political influence and teaching effectiveness evaluation. The results of correlation analysis and linear regression indicate that the content and application of ideological and political elements, as well as the organization and design of teacher instruction, are the main factors contributing to a positive and beneficial impact of ideological and political education on students in the curriculum (P < 0.05). The surveyed participants identified the selection and application of ideological and political content as the primary factors influencing teaching effectiveness. Current affairs, national culture, and content related to their profession are the main ideological elements that students expect. Quotations and short videos are the preferred presentation forms for ideological elements, according to student expectations.

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中国建设教育协会教育教学科研课题(2021140)；辽宁省普通高等教育本科教学改革研究项目(辽教办[2021]254号)；2023年度沈阳建筑大学高质量发展研究课题(项目编号:gzlfz202314)