“情境—探究—升华”课程思政教学模式的构建与实践——以化学电源基础与应用课程为例

【摘要】 面对课程思政建设中价值引领难以内化、教学成效难以评估的现实挑战，该文聚焦化学电源基础与应用课程，构建并实践“情境—探究—升华”教学模式。该模式以“价值—知识—能力”融合模型为理论依据，通过创设重大工程、伦理困境与前沿争鸣三类情境激发学生价值感知，依托PBL、案例研讨、角色辩论等探究活动促进价值思辨，并借助教师点睛式总结实现价值升华。同时，推动“知行合一”的实践教学改革与“多维驱动”的考核评价体系建设，形成教学—实践—评价协同育人闭环。多元证据表明，该模式显著增强学生的家国情怀、工程伦理等价值认同，提升课程的高阶性与育人实效，为工科专业课程思政教学提供可操作、可验证的实施路径。更多还原

【Abstract】 To address the challenges of internalizing value guidance and evaluating teaching effectiveness in ideological and political education within curricula, this paper focuses on the course Fundamentals and Applications of Chemical Power Sources,constructs and implements a teaching model termed "Scenario-Inquiry-Sublimation." Guided by the theoretical framework of integrating values, knowledge, and capabilities, the model employs three types of scenarios-major engineering projects, ethical dilemmas, and frontier debates-to stimulate students’ value perception. Inquiry-based activities such as PBL, case studies, and role-playing debates further promote value reflection, while teachers’ summarized guidance facilitates value sublimation. The reform also strengthens practical teaching through the "unity of knowledge and action" approach and establishes a multi?dimensional evaluation system, forming a closed-loop educational process integrating teaching, practice, and assessment. Evidence from multiple sources demonstrates that this model significantly enhances students’ sense of national responsibility, engineering ethics, and other values, while elevating the course’s academic rigor and educational effectiveness, providing a replicable and verifiable approach for ideological and political education in engineering courses.更多还原