文化叙事引领的课程思政教学创新与实践——以《结识行星地球》“嫦娥探月”专题为例

Teaching Innovation and Practice in Curriculum-Based Ideological and Political Education Guided by Cultural Narrative—A Case Study of the “Chang’e Lunar Exploration” Module in Understanding Planet Earth

摘要: 课程思政是高等教育中实现价值引领的关键途径，而通识课程作为高校人才培养体系的重要组成，普遍存在学生学习动力不足、学情复杂、思政与知识割裂等痛点，难以实现价值的引领与内化。为此，本研究尝试利用文化叙事作为融合载体来破解通识课思政内化教学难题的新路径。构建了“双主线”、“三驱动”及“神话–科学–使命”叙事闭环为核心的教学模式。教学实践结果表明，在“嫦娥探月”专题教学中，该模式有效激发了学生的学习兴趣，学生核心知识掌握率超过74.74%，为中国探月工程感到自豪的高达97.89%，课程期末评教达96.26分。本研究证实，文化叙事引领的教学模式能够显著提升通识课程思政的育人实效，为同类课程的教学改革提供了可复制、可验证的案例研究。

Abstract: Curriculum-based ideological and political education is a key pathway to achieving value guidance in higher education. General education courses, as an important component of university talent cultivation systems, commonly face challenges such as students’ lack of learning motivation, complex learning conditions, and the disconnection between ideological-political elements and knowledge acquisition, making it difficult to realize effective value guidance and internalization. To address these issues, this study attempts to utilize cultural narrative as an integrating carrier to explore a new approach to solving the dilemma of ideological-political internalization in general education courses. A teaching model centered on the “dual-thread”, “three-driver”, and the “myth-science-mission” narrative loop was constructed. Teaching practice results from the “Chang’e Lunar Exploration” module show that this model effectively stimulated students’ learning interest, with a core knowledge mastery rate exceeding 74.74%, 97.89% of students feeling proud of China’s lunar exploration program, and a final course evaluation score of 96.26. This study confirms that the teaching model guided by cultural narrative can significantly enhance the educational effectiveness of ideological-political education in general education courses, providing a replicable and verifiable case study for the teaching reform of similar courses.