课程思政教育是提升学生思想政治素养的重要手段。本文围绕计算机网络课程,提出了基于知识、能力和素质三个层次的思政教学模型,旨在系统、有机地融入思政内容,培养学生的社会责任感与伦理意识。通过“以学生为中心”的教学理念,结合案...课程思政教育是提升学生思想政治素养的重要手段。本文围绕计算机网络课程,提出了基于知识、能力和素质三个层次的思政教学模型,旨在系统、有机地融入思政内容,培养学生的社会责任感与伦理意识。通过“以学生为中心”的教学理念,结合案例教学和任务驱动教学,增强学生的参与感和思政内容的实效性。教学效果评估结果表明,学生在知识掌握、问题解决能力和思政素质方面均有显著提升。本文提出的思政教学模型可拓展应用于其他计算机类课程的思政教学,提供了有价值的实践参考。Curriculum-based ideological and political education is an important means of enhancing students’ ideological and political literacy. Focusing on the computer network course, this paper proposes a three-tiered teaching model based on knowledge, ability, and quality, aiming to systematically and organically integrate ideological content to cultivate students’ sense of social responsibility and ethical awareness. By adopting a student-centered teaching approach, combined with case-based teaching and task-driven methods, the model enhances student engagement and the effectiveness of the ideological content. The evaluation results show significant improvements in students’ knowledge mastery, problem-solving abilities, and ideological qualities. This ideological teaching model can be expanded to other computer-related courses, providing valuable practical insights.展开更多
文摘课程思政教育是提升学生思想政治素养的重要手段。本文围绕计算机网络课程,提出了基于知识、能力和素质三个层次的思政教学模型,旨在系统、有机地融入思政内容,培养学生的社会责任感与伦理意识。通过“以学生为中心”的教学理念,结合案例教学和任务驱动教学,增强学生的参与感和思政内容的实效性。教学效果评估结果表明,学生在知识掌握、问题解决能力和思政素质方面均有显著提升。本文提出的思政教学模型可拓展应用于其他计算机类课程的思政教学,提供了有价值的实践参考。Curriculum-based ideological and political education is an important means of enhancing students’ ideological and political literacy. Focusing on the computer network course, this paper proposes a three-tiered teaching model based on knowledge, ability, and quality, aiming to systematically and organically integrate ideological content to cultivate students’ sense of social responsibility and ethical awareness. By adopting a student-centered teaching approach, combined with case-based teaching and task-driven methods, the model enhances student engagement and the effectiveness of the ideological content. The evaluation results show significant improvements in students’ knowledge mastery, problem-solving abilities, and ideological qualities. This ideological teaching model can be expanded to other computer-related courses, providing valuable practical insights.
