【摘要】 高校思政课教学在网络媒体全方位深刻影响下产生了一些新的困境：部分思政课教师对突发网络舆情的引导能力有限，掣肘教学效果；大学生网络碎片化阅读习惯对思政课系统理论讲授产生心理抗拒；教材严谨规范但不够鲜活生动，较难吸引大学生群体主动研读；与网媒灵活多样的呈现方式相比，部分思政课教学语言表达固化干瘪，说服力欠佳。思政课教师与大学生数媒土著的网络技能差距较大，网络互动交流与思政课理论灌输的方式冲突，大学生情感期待与教师价值引导的诉求存在差异，网络文化多元与思政课教学思想一元的现实反差等多重因素叠加是上述困境形成的主要原因。因此应多措并举破解困境：提升思政课教师引导网络舆情的能力，改进课堂教学语言以优化理论阐释效果，不断提升教材吸引力并提供丰富的教辅资料，加强对非主流网媒信息的引领管控，强化大学生的网络自律能力培养。更多还原

【Abstract】 Under the all-round and profound influence of online media, some new dilemma manifestations have emerged in the teaching of ideological and political courses in colleges and universities. Some ideological and political course teachers have limited ability to guide sudden online public opinions, which restricts the teaching effect. The fragmented reading habits of young college students on the Internet lead to psychological resistance to the systematic theoretical teaching of ideological and political courses. The teaching materials are rigorous and standardized, but not vivid and lively enough, making it difficult to attract college students to actively study them. Compared with the flexible and diverse presentation methods of online media, the language expression in some ideological and political course teaching is rigid and dry, lacking persuasiveness. Multiple factors such as the significant gap in network skills between ideological and political course teachers and "digital natives" among college students, the conflict between online interactive communication and the theoretical indoctrination method of ideological and political courses, the differences between the emotional expectations of college students and the demands of teachers′ value guidance, and the realistic contrast between the diversity of network culture and the unity of teaching ideas in ideological and political courses are the main reasons for the formation of the above dilemmas. To break through the dilemma and make a leap in teaching with multiple measures, it is necessary to improve the ability of ideological and political teachers to guide online public opinions, enrich the language of classroom teaching to promote the effect of theoretical interpretation, continuously enhance the attractiveness of textbooks and enrich teaching aids, comprehensively strengthen the management of non-mainstream online media information, and strengthen the cultivation of young college students′ self-discipline ability on the Internet.更多还原