程序设计课程思政的实践探索与路径构建——以C语言程序设计课程为例

Practice Exploration and Path Construction of Curriculum Ideological and Political Education in Programming Courses—Taking C Language Programming Course as an Example

摘要: 课程思政是落实“立德树人”根本任务的关键环节。程序设计课程因其固有的逻辑性与工具性特征，在融入思政元素时，常面临“两张皮”或“贴标签”的困境。文章聚焦C语言程序设计课程，结合学科特质，构建了涵盖目标体系、内容融合、实施路径与保障机制的课程思政育人框架。该框架以“知识–能力–价值”协同发展的目标定位为指引，深入挖掘语法规范、算法设计、工程实践等教学场景中蕴含的思政教育内涵，并通过“课堂–实践–线上–课外”多维路径实现育人协同，最终依托师资建设、考核改革与反馈迭代形成闭环保障。实践验证，该框架有效促进了价值引领与专业教学的深度融合，为理工科课程思政建设提供了可资借鉴的实践范式。

Abstract: Curriculum ideological and political education is a key link in implementing the fundamental task of “cultivating virtue and nurturing talents”. Due to its inherent logical and instrumental characteristics, programming courses often face the dilemma of “two skins” or “labeling” when incorporating ideological and political elements. This article focuses on the C language programming course, and combines the characteristics of the discipline to construct a curriculum ideological and political education framework that covers the target system, content integration, implementation path, and guarantee mechanism. This framework is guided by the goal of “knowledge ability value” collaborative development, and deeply explores the ideological and political education connotations contained in teaching scenarios such as grammar norms, algorithm design, and engineering practice. Through the multi-dimensional path of “classroom practice online extracurricular”, it achieves collaborative education and ultimately relies on teacher construction, assessment reform, and feedback iteration to form a closed-loop guarantee. Practice has verified that this framework effectively promotes the deep integration of value orientation and professional teaching, providing a practical paradigm for the ideological and political construction of science and engineering courses that can be referenced.