生态文明视域下土壤学课程思政元素的三维挖掘与四维融入模式研究

Research on Three-Dimensional Exploration and Four-Dimensional Integration of Ideological Elements in Soil Science Curriculum from an Ecological Civilization Perspective

摘要: 教育部相关文件对高校课程思政建设提出明确要求，强调农学类专业需强化生态文明教育，培育学生“大国三农”情怀、服务乡村振兴的使命感，培养“三农”创新人才。土壤学作为农林高校核心课程，与生态文明建设、可持续发展、双碳目标等思政元素联系紧密，但传统线下教学存在学时少、内容多的问题，难以适应课程思政改革要求。通过系统探索新时代土壤学专业课程与思政教育的深度融合路径，充分发挥线上教学资源丰富性与线下课堂互动性的协同优势，创新构建“翻转课堂”教学模式。在实践层面，通过野外采样、实验室分析等实践活动，将土壤学理论知识与生态文明理念有机结合；在教学设计中，深度挖掘土壤保护、科学家创新求实精神等课程思政元素，通过案例研讨、专题辩论等多元教学形式，实现知识传授与价值引领的有机统一，最终达成“立德树人”的根本教育目标。

Abstract: The Ministry of Education have put forward clear requirements for the construction of curriculum-based ideological and political education in colleges and universities, emphasizing that agricultural majors should strengthen ecological civilization education, cultivate students’ feelings of “great nation, agriculture, rural areas and farmers”, a sense of mission to serve rural revitalization, and foster innovative talents who understand, love and dedicate to agriculture, rural areas and farmers. As a course in agricultural institutions, Soil Science inherently intersects with key ideological themes including ecological sustainability and carbon neutrality goals. However, conventional offline teaching modes which are constrained by limited class hours and extensive content often fall short of meeting curriculum ideology objectives. This study explores pathways for the deep integration of ideological education with specialized Soil Science instruction in the new era. By combining the extensive resources available in online formats with the interactive advantages of offline classrooms, an innovative flipped classroom model was constructed. Practical components such as field sampling and laboratory analysis were incorporated to bridge theoretical knowledge with ecological principles. Furthermore, ideological elements, such as soil conservation ethics and the rigorous spirit of scientific inquiry, were embedded through case-based discussions and thematic seminars. This holistic approach synergizes knowledge acquisition with value shaping, thereby achieving the fundamental goal of fostering virtue through education.