《冲压工艺及模具设计》课程思政的系统化实施路径与教学实践

A Systematic Implementation Path and Teaching Practice for Ideological and Political Education in “Stamping Technology and Die Design”

摘要: 课程思政进入工科专业课程之后，真正的难点不在于能否加入若干思政案例，而在于价值引领能否进入专业知识的理解过程、工程问题的分析过程和技术方案的判断过程。针对《冲压工艺及模具设计》课程中存在的思政目标悬空、内容融入零散、教学方式单一、评价导向偏窄等问题，结合课程建设实践，构建了“135”课程思政育人模式，即以全方位育人体系为基础，以理想信念、职业素养和个人修养三类目标为主线，以教学目标、教学内容、教学方法、教学过程和教学评价五个环节协同改革为抓手，推动课程思政由经验式嵌入转向结构化建构。实践表明，该模式能够较好地将质量意识、安全意识、责任意识、工匠精神和创新意识融入冲压工艺分析与模具设计全过程，增强学生的专业认同、职业自觉和工程责任感，也为机械制造类课程思政建设提供了可借鉴的实施路径。

Abstract: After integrating ideological and political education into engineering professional courses, the real challenge lies not in whether several ideological and political cases can be added, but in whether value guidance can penetrate the process of understanding professional knowledge, analyzing engineering problems and judging technical solutions. Aiming at the problems existing in the course Stamping Technology and Die Design, such as disconnected ideological and political objectives, scattered content integration, single teaching methods and narrow evaluation orientation, this paper constructs the “135” ideological and political education mode based on the course construction practice. Specifically, this mode takes the all-round education system as the foundation, takes the three types of objectives of ideal and belief, professional quality and personal accomplishment as the main line, and takes the collaborative reform of five links including teaching objectives, teaching content, teaching methods, teaching process and teaching evaluation as the starting point, promoting the transformation of curriculum ideological and political education from empirical embedding to structured construction. Practice shows that this mode can effectively integrate quality awareness, safety awareness, responsibility awareness, craftsman spirit and innovation awareness into the whole process of stamping process analysis and die design, enhance students’ professional identity, professional consciousness and engineering responsibility, and also provide a referable implementation path for the ideological and political construction of mechanical manufacturing courses.