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| 研究生课程思政建设要素模型建构及实证分析——基于SECI理论的混合研究 |
| On Modeling of Elements Related to Ideological and Political Course Construction for Postgraduates and Empirical Analysis Thereof:A Mixed-methods Research Based on SECI Theory |
| 投稿时间：2022-02-11 |
| DOI：10.19834/j.cnki.yjsjy2011.2022.04.05 |
| 中文关键词: 研究生课程思政;要素模型;SECI理论;混合研究 |
| 英文关键词: course-based ideological and political education for postgraduates;elements model;SECI theory;mixed-methods research |
| 基金项目:中国学位与研究生教育学会2021年重点课题"专业学位研究生实践能力培养研究"(2020ZD1014) |
| 作者 | 单位 | | 叶飞 | 华中师范大学 研究生院, 武汉 430079 | | 尹珺瑶 | 华中师范大学 教育学院, 武汉 430079 | | 田鹏 | 华中师范大学 教育学院, 武汉 430079 |
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| 中文摘要: |
| 课程思政是落实立德树人根本任务的战略举措。与本科教学相比,由于研究生课程教学对象与方式不同导致研究生课程思政建设具有自身特点与规律。在SECI理论视域下,以华中师范大学30门自建课程思政示范课程为研究对象,利用问卷数据分析与专家访谈开展混合研究,将相对分散无序的要素整合成要素体系与要素模型,进而以国家级研究生课程思政示范课程《中国史专题研究》为案例进行实证分析,提炼出"四五四三"研究生课程思政建设范式,在教师队伍、教学内容、教学方法与实践育人路径四方面为研究生课程思政建设提供参考借鉴。 |
| 英文摘要: |
| The course-based ideological and political education is a strategic measure to implement the fundamental mission of moral education. Different targeted students and methods in teaching postgraduates lead to some specific features and nature, compared with undergraduate teaching, in the construction of the course-based ideological and political education for postgraduates. From the perspective of the SECI Theory, the authors use 30 model courses of ideological and political education developed independently in the Central China Normal University as research objects, adopt a mixed-methods research method using questionnaire data analysis and expert interviews, and integrate the relatively scattered and disordered elements into an element system and an element model. Then the authors carry out an empirical analysis with Monographic Study of Chinese History as the study object, which is a national ideological and political education model course for postgraduates. Furthermore, the authors put forward a "4-5-4-3" paradigm for the construction of the course-based ideological and political education for postgraduate, and provide reference for the construction in four aspects, namely, teaching teams, teaching content, teaching methods and the path for cultivating students in practical work. |
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