《形势与政策》课程实践教学结构化改革研究——基于“一轴四翼”实践教学模式

Structural Reform of Practical Teaching in the “Situation and Policy” Course—Based on the “One-Axis and Four-Wings” Practical Teaching Model

摘要: 《形势与政策》课程作为高校思想政治理论课体系的重要组成部分，承担着引导大学生理解国内外发展形势、提升政策理解能力与公共责任意识的重要任务。当前课程在运行过程中普遍呈现专题化组织、学时分散、实践环节相对薄弱等特征，教学结构较为松散，实践育人功能有待进一步发挥。如何在有限学时条件下实现课程结构优化与实践教学提质，已成为课程改革的重要议题。基于结构化教学理论与实践育人理念，本文结合地方高校区情通识课程群建设经验，提出“一轴四翼”实践教学模式，并将该模式引入《形势与政策》课程实践教学体系，构建“价值主轴统摄–实践模块支撑–协同机制保障–成果反馈优化”的结构化运行机制。文章系统阐释该机制的理论逻辑、结构框架与实施路径，并探讨其对课程运行模式优化的作用。研究认为，该模式能够在保持专题动态更新的同时，形成相对稳定的实践教学结构，增强学生对公共议题的理解能力与现实问题分析能力，为高校思政课实践教学改革提供结构化路径参考。

Abstract: The “Situation and Policy” course, as an important component of the ideological and political theory curriculum system in Chinese universities, plays a significant role in guiding students to understand domestic and international developments while enhancing their policy comprehension and sense of public responsibility. In practice, however, the course is often characterized by topic-based organization, dispersed class hours, and relatively weak practical components, resulting in a loose instructional structure and limited effectiveness of practice-oriented education. How to optimize the course structure and improve the quality of practical teaching within limited instructional time has therefore become an important issue in curriculum reform. Drawing on the theory of structured instruction and the concept of practice-oriented education, this study proposes a “one-axis and four-wings” practical teaching model based on the experience of regional general education curriculum development in local universities and introduces it into the practical teaching system of the “Situation and Policy” course. The model constructs a structured operational mechanism consisting of “value-oriented guidance, practice modules, collaborative support, and feedback-based improvement”. The article systematically explains the theoretical rationale, structural framework, and implementation pathways of this mechanism and discusses its role in optimizing the course operation model. The study finds that the proposed framework can maintain the dynamic updating of thematic topics while establishing a relatively stable structure for practical teaching, thereby enhancing students’ ability to understand public issues and analyze real-world problems. It provides a structured reference path for the reform of practical teaching in ideological and political theory courses in higher education.