OBE理念下《高等代数》课程思政“五阶四融”教学模式的构建与实践——以“线性方程组有解判别定理”为例

Construction and Practice of the “Five-Stage, Four-Integration” Teaching Model in Ideological and Political Education for the “Advanced Algebra” Course under the OBE Concept—A Case Study of the “Criterion for Existence of Solutions to Linear Equations”

摘要: 立德树人是高等教育的根本任务，课程思政是落实这一任务的重要途径。针对《高等代数》课程教学中思政元素融入生硬、与师范生培养目标结合不紧密的现实问题，本文基于OBE教育理念，构建了“五阶四融”课程思政教学模式。该模式以“情境浸润、知识探究、价值明晰、能力迁移、反思提升”为五个递进教学阶段，以“融于史、融于理、融于用、融于师”为四大思政协同策略，并以“森林火灾应急资源调配”为案例，详细展示了该模式在“线性方程组有解判别定理”教学中的具体应用。

Abstract: Cultivating virtue and nurturing talents is the fundamental mission of higher education, and integrating ideological and political education into curricula is a crucial approach to achieving this goal. Addressing the practical issues of superficially integrating ideological and political elements into the Advanced Algebra course and the weak alignment with the training objectives of teacher education students, this paper constructs a “Five-Stage, Four-Integration” teaching model for ideological and political education based on the Outcome-Based Education (OBE) concept. The model consists of five progressive teaching stages—Contextual Immersion, Knowledge Exploration, Value Clarification, Ability Transfer, and Reflection and Elevation—and four synergistic strategies for integrating ideological and political elements: Integrating History, Integrating Principles, Integrating Applications, and Integrating Teacher Education. Using the “Forest Fire Emergency Resource Allocation” as a case study, this paper elaborates on the specific application of the model in teaching the “Criterion for Existence of Solutions to Linear Equations”.