高职院校《免疫技术》课程思政融入课堂途径探究

Exploration on the Approaches of Integrating “Curriculum Ideological and Political Education” into the Classroom of “Immunology Technology” Course in Higher Vocational Colleges

摘要: 本文聚焦高职院校药品生物技术专业核心课程《免疫技术》，针对当前课程思政融入过程中存在的“思政与专业‘两张皮’”、师资思政教学能力不足、评价机制不完善等现实问题，结合“岗课赛证融通”与“数智化育人”等教育新趋势，系统构建了课程思政的融入路径。通过解析课程“理论–实践双螺旋结构”与“技术–伦理共生”等典型特征，建立了“知识–场景–价值”三维思政元素挖掘体系，实现科学精神、家国情怀等思政要素与专业教学内容的有机融合。在此基础上，提出以案例教学、小组讨论、实践教学与线上线下混合教学相结合的“多元化 + 数智化”教学方法体系，并构建“专业能力–思政素养–实践表现”三维评价指标，结合过程性与增值性评价，形成闭环反馈机制，有效突破“重知识轻价值”的教学局限。本研究拓展了高职医药类课程思政融合的理论逻辑，为一线教师提供了可操作的教学实施方案，有助于培养符合“健康中国”战略要求的高素质技术技能人才。

Abstract: This paper focuses on “Immunology Technology”—a core course for the Pharmaceutical Biotechnology major in higher vocational colleges. Aiming at practical problems existing in the current integration of “Curriculum Ideological and Political Education” (Ideological and Political Education), such as the “disconnection between ideological and political content and professional knowledge”, insufficient ideological and political teaching ability of teachers, and imperfect evaluation mechanisms, this paper systematically constructs the integration path of “Curriculum Ideological and Political Education” by combining new educational trends including “integration of posts, courses, competitions and certificates” and “digital and intelligent education”. By analyzing the typical characteristics of the course, such as the “theoretical-practical double helix structure” and “technology-ethics symbiosis”, a three-dimensional system for excavating ideological and political elements (“knowledge-scenario-value”) is established. This system realizes the organic integration of ideological and political elements (e.g., scientific spirit and patriotism) with professional teaching content. On this basis, a “diversified + digital and intelligent” teaching method system is proposed, which combines case teaching, group discussion, practical teaching, and online-offline blended teaching. Meanwhile, a three-dimensional evaluation index (“professional ability-ideological and political literacy-practical performance”) is constructed. By integrating process-oriented evaluation and value-added evaluation, a closed-loop feedback mechanism is formed, effectively breaking through the teaching limitation of “valuing knowledge over values”. This study expands the theoretical logic of integrating “Curriculum Ideological and Political Education” into medical and pharmaceutical courses in higher vocational colleges, provides operable teaching implementation plans for front-line teachers, and helps cultivate high-quality technical talents that meet the requirements of the “Healthy China” strategy.