数字电子技术课程思政的系统构建与实践路径研究

Research on the System Construction and Practical Pathways of Ideological and Political Education in Digital Electronic Technology Courses

摘要: 工科教育是国家实现科技自立自强、驱动产业升级和参与全球竞争的核心战略支撑依据。其中一门重要的专业基础课程就是数字电子技术。本文深挖数字电子技术课程的技术特性与教学规律，探究课程蕴含的思想政治教育资源，构建“价值引领–知识传授–能力培养”三维一体、协同推进的课程建设新体系。创新新型教学方法与实践机制，将家国情怀、文化自信、工匠精神及创新意识深度嵌入专业技术教学全过程，实现知识传授与价值引导的有机统一。在实践环节，注重理论与实践结合、历史与现实贯通、技术与人文交融，强化学生对科技发展背后国家战略、民族责任与伦理规范的理解。教学实践结果表明，改革后的教学模式显著提升了学生的学习积极性、社会责任意识与工程实践素养，学生在技术能力、价值认同与创新意愿等方面均取得明显进步，为工科类专业课程开展课程思政提供了具有参考价值与推广意义的实施范式，也为新工科背景下“三全育人”体系的深化提供了可操作的路径支持。

Abstract: Engineering education is the core strategic support for the country to achieve technological self-reliance and strength, drive industrial upgrading, and participate in global competition. One of the important professional foundation courses is digital electronics technology. This paper delves into the technical characteristics and teaching laws of the digital electronics technology course, explores the ideological and political educational resources contained in the course, and constructs a new three-dimensional integrated and mutually promoting curriculum construction system of “value guidance-knowledge imparting-ability cultivation”. It also innovates new teaching methods and practical mechanisms, deeply embeds the concepts of family and country, cultural confidence, craftsmanship spirit, and innovation consciousness into the entire process of professional technical teaching, achieving the organic unity of knowledge imparting and value guidance. In the practical stage, emphasis is placed on the combination of theory and practice, the connection between history and reality, and the integration of technology and humanities, strengthening students’ understanding of the national strategy, national responsibility, and ethical norms behind technological development. The results of teaching practice show that the reform of the teaching mode has significantly enhanced students’ learning enthusiasm, social responsibility awareness, and engineering practice literacy. Students have made significant progress in technical ability, value recognition, and innovation willingness, providing a valuable and promotive implementation model for the implementation of curriculum ideological and political education in engineering-related courses, and providing an operational path support for the deepening of the “three all-round education” system in the context of the new engineering field.