“三条主线、六个范畴”课程思政教学实施模式探索——以《遥感地学分析与应用》为例

Exploration on the Implementation Model of “Three Main Lines and Six Categories” for Ideological and Political Education in Curriculum Teaching—A Case Study of “Remote Sensing Geology Analysis and Applications”

摘要: 研究以《遥感地学分析与应用》课程为载体，构建“历史、时代、实践”三条主线与“国家战略、专业知识、历史沿革、行业信息、实训操作、劳模工匠”六个范畴的课程思政教学实施模式，探索理工科课程中思政教育与专业教学深度融合的有效路径。通过“主线引领–范畴融入–场景落地”的实施路径，实现价值引领、知识传授与能力培养的深度融合，为理工科课程思政建设提供可复制经验。

Abstract: Taking “Remote Sensing Geology Analysis and Applications” as the instructional context, this study constructs an implementation model for curriculum-based ideological and political education based on three main lines—history, contemporary context, and practice—and six categories: national strategies, disciplinary knowledge, historical development, industry information, practical training, and model workers and master craftsmen. It explores effective pathways for the deep integration of ideological-political education and professional instruction in science and engineering courses. Through an implementation approach of “line guidance, domain integration, and scenario-based application”, this study achieves the coordinated integration of value cultivation, knowledge transmission, and competence development, and provides replicable experience for the development of curriculum-based ideological and political education in science and engineering courses.