【摘要】 新时代高等教育改革将课程思政确立为落实立德树人根本任务的核心机制，推动专业课程体系的重构升级。作为土木工程类专业基础核心课程，土力学凭借其深厚的工程技术底蕴与潜在育人要素，在思政育人层面具有重要示范价值。针对专业教育与思政教育融合度不足的问题，基于新工科教育理念，立足区域地质特征与典型工程资源，着力构建包含多维教学载体的协同育人模式:通过课堂教学重构教学主阵地，开发地域特色课程新资源，打造产学研贯通的实践平台，建立工程应用导向的评价体系，形成“课堂教学-特色资源-实践平台-应用评价”四维联动机制。教学实践表明，该模式通过深挖课程专业逻辑与价值逻辑的内在统一性，显著提升了学生的专业认同度与社会责任感，为理工科专业课程实施课程思政提供了系统化的设计思路和可复制的改革经验，其协同育人机制对同类型课程建设具有示范推广价值。更多还原

【Abstract】 Under the new era’s higher education reform,curriculum-based ideological and political education has been established as the core mechanism for implementing the fundamental task of moral education and talent development,driving the restructuring and upgrading of professional curriculum systems. As a fundamental core course in civil engineering disciplines,Soil Mechanics demonstrates significant exemplary value in ideological education through its profound engineering technological foundation and embedded educational elements. Based on the Emerging Engineering Education concept and leveraging regional geological characteristics with characteristic engineering resources,this study addresses the insufficient integration of professional education with ideological-political education by constructing a collaborative education model featuring multidimensional teaching carriers. The proposed framework establishes a fourdimensional linkage mechanism encompassing " classroom teaching-localized curriculum resources-industry-academia-research integrated practice platform-application-oriented evaluation system" : restructuring classroom instruction as the primary educational front,developing region-specific curriculum resources,creating practice platforms integrating industry,academia and research,and establishing engineering application-oriented evaluation mechanisms.Teaching practices demonstrate that this model significantly enhances students’ professional identity and social responsibility through deep exploration of the inherent unity between disciplinary logic and value logic. It could provide systematic design principles and replicable reform experiences for implementing ideological-political education in STEM curricula,with its collaborative education mechanism offering referential value for similar course development.更多还原