构建“三寓三式”育人闭环：民航精神融入空乘礼仪课程的路径创新与三维实践

Constructing an Educational Closed Loop with the “Three Integrations and Three Modes”: Innovative Pathways and Tripartite Practice for Integrating the Civil Aviation Spirit into Flight Attendant Etiquette and Service Training Courses

摘要: 课程思政是落实立德树人根本任务的关键举措，其核心在于将价值塑造有机融入知识传授与能力培养。本研究聚焦《空乘仪态与服务礼仪训练》课程，以“三寓三式”教学策略为理论框架，深度融合中国民航精神“三个敬畏”(敬畏生命、敬畏职责、敬畏规章)，通过系统化的教学设计探索课程思政的有效路径。研究构建了基于校企协同、情境模拟、任务驱动的理论与实践融合教学体系，在课程启航、起飞、巡航、降落及反思提升五个阶段精准融入思政元素。实践表明，该模式通过显性与隐性思政元素的有机嵌入，显著提升了学生的职业责任感(认同感提升28%)、服务意识(服务规范优良率95%)、文化自信及团队协作与创新能力(团队协作优良率提升15%+)，实现了知识传授、技能训练与价值引领的同频共振。相较于传统思政融入方式，本研究的“五阶递进”路径与“三维协同”生态更具系统性和实效性。结论指出，基于行业需求与专业特色的“三寓三式”课程思政立体化设计，为职业院校专业课程的思政教育改革提供了可资借鉴的实践范式与理论支撑。

Abstract: Curriculum-based ideological and political education is pivotal for fostering virtue and cultivating talents, with its core lying in the organic integration of value cultivation into knowledge impartation and skill development. This study centers on the course “Flight Attendant Demeanor and Service Etiquette Training”, utilizing the “Three Integrations and Three Modes” teaching strategy as the theoretical framework and deeply integrating the “Three Reverences” (Reverence for Life, Regulations, and Responsibility) of the Chinese Civil Aviation Spirit. Through systematic instructional design, it explores effective pathways for ideological and political education pathways. A comprehensive teaching system merging theory and practice was constructed, featuring school-enterprise collaboration, scenario simulation, and task-driven approaches. Ideological and political elements were precisely infused across five stages: course commencement (“take-off”), ascent, cruise, descent, and reflective enhancement. Practice demonstrates that this model significantly enhances students’ professional responsibility (28% increase in identification), service awareness (95% excellence rate in service norms), cultural confidence, as well as teamwork and innovation capabilities (with teamwork excellence rate increasing by over 15 percentage points), achieving synergy in knowledge delivery, skill training, and value guidance. The “Five-Stage Progression” pathway and “Three-Dimensional Synergy” ecosystem prove more systematic and effective. The conclusion indicates that the holistic design of curriculum-based ideological and political education, based on industry demands and professional characteristics and guided by the “Three Integrations and Three Modes” strategy, provides a replicable practical paradigm and theoretical support for the reform of ideological and political education in specialized courses at vocational colleges.