价值引领与科研实践深度融合的课程思政建设探索——以“材料变形与断裂”课程为例

Exploration of Curriculum Ideological and Political Education Construction with Deep Integration of Value Guidance and Research Practice—A Case Study of the “Deformation and Fracture of Materials” Course

摘要: 针对工科课程思政建设中存在的思政元素与专业知识两张皮、个性化思政教育不足等问题，以沈阳航空航天大学材料科学与工程专业研究生课程“材料变形与断裂”为改革载体，基于隐性教育理论与建构主义学习观，提出并检验了“价值–知识–能力”深度融合的课程思政建设模式。研究采用准实验设计，结合成熟量表与质性主题分析，对模式效果进行混合方法评估。通过构建理论知识维度、航空案例维度、实践融合维度“三维一体”思政内容体系，创新“硕士课题 + 思政汇报”个性化思政生成机制，并依托学术论坛打造“主课堂 + 第二课堂”双路径联动育人模式，实现了思政元素与专业教学的同频共振。准实验结果显示：实验组在“科研责任意识”与“家国情怀”量表上的后测得分显著高于前测及对照组；工程问题综合分析题得分率从60%提升至85%；质性分析进一步揭示了学生价值内化的阶段性特征。该模式为工科研究生课程思政提供了具有理论依据与实证支持的可复制经验。

Abstract: To address the problems in engineering curriculum ideological and political education, such as the separation between ideological elements and professional knowledge (the “two-skin” phenomenon) and the insufficiency of personalized ideological and political education, this study takes the graduate course “Deformation and Fracture of Materials” in the Materials Science and Engineering major at Shenyang Aerospace University as a reform vehicle. Based on tacit learning theory and constructivist learning perspectives, a curriculum ideological and political education model featuring deep integration of “value, knowledge, and competence” is proposed and tested. A quasi-experimental design is employed, combined with validated scales and qualitative thematic analysis, to evaluate the model’s effects using a mixed-method approach. Through constructing a “three-dimensional integration” CIPE content system comprising dimensions of theoretical knowledge, aerospace cases, and practical integration, and an innovative personalized generation mechanism of “master’s thesis + ideological presentation”, and leveraging a graduate academic forum to create a dual-path linkage of “main classroom and second classroom”, the model achieves systematic integration of ideological elements and professional teaching. Quasi-experimental results show that the experimental group’s post-test scores on “research responsibility awareness” and “patriotism” scales are significantly higher than their pre-test scores and those of the control group; the problem-solving accuracy rate in engineering questions increases from 60% to 85%; thematic analysis further reveals the staged characteristics of students’ value internalization. This study provides a replicable experience for CIPE in engineering graduate programs, supported by theoretical rationale and empirical evidence.